! 


C v i \ a \ ' 

Second  Series 


Bulletin  No.  5 


THEJNSTITUTE  OF 
INTERNATIONAL  EDUCATION 


GUIDE  BOOK  FOR  FOREIGN  STUDENTS 
IN  THE  UNITED  STATES 


NEW  YORK 
JULY  I,  I92I 


The  Institute  of  International  Education 

419  West  117th  Street,  New  York 
Stephen  P.  Duggan,  Ph.D, 

DIRECTOR 

Mary  L.  Waite 

EXECUTIVE  SECRETARY 


Telephone:  Morningside  8491 

ADMINISTRATIVE  BOARD 


Cable  Address:  “Intered” 


Herman  V.  Ames 
L.  H.  Baekeland 
Marion  Le  Roy  Burton 
Nicholas  Murray  Butler 
Stephen  Pierce  Duggan 
Dr.  Walter  B.  James 
Alice  Duer  Miller 


Paul  Monroe 
John  Bassett  Moore 
Henry  Morgenthau 
Dwight  W.  Morrow 
E.  H.  Outerbridge 
Henry  S.  Pritchett 
Mary  E.  Woolley 


BUREAU  DIVISIONS 


Europe 
Far  East 
Latin  America 

Scholarships  and  Fellowships 
International  Relations  Clubs 


Stephen  P.  Duggan 
Paul  Monroe 
Peter  H.  Goldsmith 
Virginia  Newcomb 
Margaret  C.  Alexander 


THE  INSTITUTE  OF 
INTERNATIONAL  EDUCATION 

GUIDE  BOOK  FOR  FOREIGN  STUDENTS 
IN  THE  UNITED  STATES 


NEW  YORK 
JULY  I,  I92I 


TABLE  OF  CONTENTS 

Chapter  I.  Organization  of  Education  in  the  United 
States  Page 

Complexity I 

Uniformity  of  Standard i 

Variety 2 

State  Systems  2 

Municipal  Institutions  3 

Private  Institutions 3 

Denominational  Institutions  4 

Classification 5 

Kindergarten 5 

The  Elementary  School 5 

The  Secondary  School 6 

The  American  College 6 

The  University 8 

Comparison  with  European  and  Latin  American 

Institutions 9 

Chapter  II.  The  Undergraduate  College 

The  Colleges  of  Liberal  Arts  and  Sciences 1 1 

College  Entrance  Requirements 12 

Accredited  Higher  Institutions  15 

Chapter  III.  Post-Graduate  Education 

The  Graduate  School 25 

Equivalence  of  French  Degrees 25 

Equivalence  of  British  Degrees 26 

Chapter  IV.  Professional  Education 

College  of  Agriculture 28 

School  of  Veterinary  Medicine 33 

School  of  Architecture 33 

School  of  Commerce 34 

School  of  Dentistry 36 

School  of  Education 39 

School  of  Engineering 40 


School  of  Forestry 47 

School  of  Journalism 48 

School  of  Law 49 

School  of  Medicine 53 

School  of  Pharmacy 57 

School  of  Theology 60 

Chapter  V.  Summer  Schools  and  Extension  Work 

The  Summer  School 64 

Extension  Teaching 64 

Chapter  VI.  Women’s  Colleges 

Admission  68 

Expenses 68 

The  Students 69 

Physical  Education  70 

Degrees  71 

Committee  of  Welcome  71 

Chapter  VII.  College  Life 

Athletics 73 

Fraternities  and  Clubs 73 

Religious  Organizations 75 

Hazing 75 

Chapter  III.  Foreign  Student  Organizations 

Corda  Fratres-Association  of  Cosmopolitan  Clubs  . 77 

Chinese  Students’  Alliance 77 

The  Hindustan  Association  of  America  77 

The  Filipino  Students’  Federation  in  America  ...  78 

Other  Foreign  Student  Organizations 78 

Committee  on  Friendly  Relations  Among  Foreign 

Students 79 

Societies  Interested  in  Foreign  Students 81 

Chapter  IX.  Number  and  Distribution  of  Foreign 
Students 82 

Chapter  X.  Living  Conditions 

Lodging  and  Boarding  Facilities 84 

Expenses 84 

Vacations 86 


Travel 87 

Student  Aid  and  Self  Help 88 

Chapter  XI.  Special  Problems 

Choice  of  a School 90 

Knowledge  of  English 91 

Finances 91 

Appendix 

Table  of  Degrees  93 

Bibliography 97 

Map  of  the  United  States  and  Table  Showing  Dis- 
tances of  Cities  of  the  United  States  from  New 
York  City 

Summary  of  Foreign  Students  in  the  United  States 
Index 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 
Columbia  University  Libraries 


https://archive.org/details/guidebookforforeOOinst_O 


PREFACE 


There  are  today  more  then  10,000  foreign  students  in 
the  institutions  of  higher  education  in  the  United  States 
and  in  all  probability  not  only  will  that  number  increase 
absolutely  but  relatively  to  the  total  student  enrollment. 
These  foreign  students  come  from  practically  every 
country  in  the  world  and  many  of  them  find  considerable 
difficulty  in  making  their  orientation  here.  The  semesters, 
granting  of  credits,  fees,  student  activities,  in  fact  nearly 
all  aspects  of  education  differ  from  those  to  which  they 
have  been  accustomed.  Much  time,  money,  and  energy 
might  be  saved  were  foreign  students  provided  with  a 
clear  statement  of  conditions  pertaining  to  higher  educa- 
tion in  the  United  States  before  leaving  their  native 
land.  It  is  to  serve  this  purpose  that  this  booklet  is 
issued  by  the  Institute. 

The  basis  of  this  booklet  is  a manuscript'  prepared  for 
the  Committee  on  Friendly  Relations  Among  Foreign 
Students  by  Dr.  Philip  K.  Hitti,  formerly  an  instructor 
and  now  returning  as  professor  of  Oriental  History  in 
the  American  University  of  Beruit,  Syria,  to  whom 
grateful  acknowledgment  is  made.  The  fact  that  Dr. 
Hitti  was  at  one  time  a foreign  student  in  an  American 
institution  and  later  an  instructor  in  another,  enabled 
him  to  look  at  the  problem  from  more  viewpoints  than 
would  probably  be  true  of  an  American  instructor.  The 
manuscript,  however,  has  been  submitted  to  a number 
of  college  and  university  administrators  and  foreign 
students,  and  considerable  changes  have  been  made  in  it 
as  it  was  received  from  the  Committee  on  Friendly 
Relations.  The  Institute  is  particularly  indebted  to 
Dr.  I.  L.  Kandel  of  Teachers  College,  Columbia  Uni- 
versity, for  the  many  valuable  suggestions  he  has  made. 


It  is  not  expected  that  the  booklet  will  enable  every 
foreign  student  to  answer  all  the  questions  that  will 
present  themselves  to  him  concerning  his  admission  and 
residence  in  an  American  institution  of  higher  education. 
But  it  is  hoped  that  it  will  enable  him  to  make  such 
preparation  for  his  advent  here  as  might  otherwise  be 
difficult  and  will  facilitate  his  work  while  in  residence. 
If  it  does  that,  it  will  help  to  realize  the  aim  of  the  Insti- 
tute: viz,  to  develop  international  good-will  by  means 
of  educational  agencies. 


Stephen  P.  Duggan 


THE  INSTITUTE  OF 
INTERNATIONAL  EDUCATION 

Opportunities  for  Higher  Education  in  the  United  States 


Chapter  I 

ORGANIZATION  OF  EDUCATION  IN  THE 
UNITED  STATES 

Complexity 

Strictly  speaking  there  are  forty-nine  systems  of 
public  education  in  the  United  States  corresponding  to 
the  forty-eight  states  and  the  District  of  Columbia. 
Each  one  of  these  self-governing  commonwealths  is 
free  to  exercise  full  control  over  the  initiation,  direction, 
and  development  of  its  own  educational  policies.  Hence 
the  absence  of  a national  system. 

In  addition  to  these  public  educational  systems  a 
number  of  municipalities,  individuals,  private  corpora- 
tions, and  religious  denominations,  support  schools, 
academies,  colleges,  and  universities,  thus  adding  to  the 
complexity  of  the  American  educational  system.  Under 
the  constitution  of  the  country  these  non-public  institu- 
tions are  allowed  practically  perfect  freedom  of  activity. 
In  some  parts  of  the  country,  especially  the  eastern  sec- 
tion, private  institutions  of  higher  education  predominate 
and  some  of  them  have  attained  a world  reputation. 

Uniformity  of  Standard 

While  no  two  state  systems  and  no  two  private  in- 
stitutions are  exactly  the  same,  yet  in  essentials  they 
are  more  or  less  alike.  The  states,  for  instance,  provide 
by  law  for  elementary  education  at  public  expense.  The 


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The  Institute  of  International  Education 


standards  of  admission  to,  and  graduation  from,  the 
principal  types  of  institutions  are  almost  identical. 
The  usual  length  of  the  elementary  school  course  is 
eight  years.  The  age  of  compulsory  attendance  is  gener- 
ally from  seven  or  eight  to  fourteen  or  fifteen,  and  there 
is  an  upward  tendency  to  sixteen.  Public  secondary 
schools,  also  called  high  schools,  offer  ordinarily  a four- 
year  course,  which  is  a continuation  of  the  elementary 
school  course.  The  college  course  with  rare  exceptions 
is  four  years  in  length.  There  is,  however,  a widespread 
movement  to  reorganize  the  twelve-years’  course  in  ele- 
mentary and  high  schools  and  to  devote  six  years  to 
elementary  education,  and  six  to  secondary,  with  a 
further  tendency  to  divide  the  six  years  of  secondary 
work  into  a three-year  junior  high  school  course,  and  a 
three-year  senior  high  school  course.  Thus,  underneath 
the  apparent  dissimilarity  in  the  foundation,  manage- 
ment, and  control  of  the  educational  systems  in  the  United 
States,  there  is,  nevertheless,  a fundamental  unity  of 
purpose,  and  a unity  of  standards  and  methods. 

Variety 

State  Systems.  The  Constitution  of  the  United  States 
does  not  provide  for  the  control  of  education  by  the 
Federal  Government.  The  Commissioner  of  Education 
in  Washington  has  only  power  to  collect  and  distribute 
information  on  conditions  of  education  in  this  country 
and  elsewhere.  Each  state,  therefore,  assumes  the  task 
of  devising  and  pursuing  its  own  system. 

The  educational  systems  of  the  various  states  have 
grown  up  independently  of  one  another.  Their  dates 
of  establishment  cover  a period  of  almost  exactly  one 
century,  in  the  course  of  which  the  people  have  held 
different  philosophies  of  life  and  theories  of  education. 
The  common  conception  of  the  part  states  should  play 


Opportunities  for  Higher  Education  in  the  United  States  3 


in  promoting  and  controlling  education  has  also  varied 
according  to  time  and  locality.  In  the  comparatively 
newer  states  of  the  West  and  the  Middle  West  the  theory 
prevails  that  all  education  from  the  kindergarten  through 
the  university  should  be  supported  and  managed  by  the 
state  or  local  government.  On  the  other  hand,  in  the 
older  states  and  particularly  in  the  East,  elementary 
and  secondary  education  are  left  to  the  state,  but  higher 
education  is  conducted  through  independent  institutions 
founded  originally  under  various  auspices,  principally 
religious. 

The  first  public  school  was  established  at  Dorchester, 
Massachusetts,  in  1639.  It  was  maintained  in  part  by 
the  town  and  in  part  by  fees  paid  by  the  parents  of  the 
students  attending  it.  The  first  public  school  to  be  main- 
tained by  general  taxation  was  established  by  vote  in 
the  Dedham,  Massachusetts,  town  meeting  on  January 
1,  1644.  In  1640,  Rhode  Island,  by  a vote  of  the  colony, 
set  apart  one  hundred  acres  “for  a school  for  encourage- 
ment of  the  proper  sort  to  train  up  their  youth  in  learn- 
ing.” The  school  was  located  at  Newport. 

Municipal  Institutions.  Education  is  accepted  as  a 
state  function  but  large  cities  have  the  right  within  their 
charters  to  develop  their  own  educational  policies  and 
institutions.  These  institutions  are  mostly  of  the  ele- 
mentary and  secondary  types.  In  recent  times,  however, 
a number  of  municipalities  have  entered  the  field  of 
higher  education  and  we  have  as  a result  the  College  of 
the  City  of  New  York,  the  Universities  of  Cincinnati, 
Toledo,  Akron,  etc.,  while  a number  of  other  cities  espe- 
cially in  the  West  are  beginning  to  provide  the  first  two 
years  of  college  work  in  junior  colleges. 

Private  Institutions.  The  American  private  school  is 
a distinctive  expression  of  national  character,  yet  like 
other  American  institutions  its  origin  should  be  traced 


4 


The  Institute  of  International  Education 


back  to  European  countries.  In  earlier  times  ecclesiastical 
control  prevailed  but  later  the  influence  became  political. 
The  private  school  antedates  the  public.  One  of  the 
first  private  funds  for  education  in  America  was  estab- 
lished in  1657,  by  the  bequest  of  Edward  Hopkins,  an 
uncle  of  Elihu  Yale,  and  one  time  governor  of  Connecticut. 
Out  of  the  Hopkins  bequest  grew  three  educational 
foundations— the  Hopkins  Grammar  School  at  New 
Haven,  the  Hopkins  Academy  at  Hadley,  and  the  fund 
granted  to  Harvard  College. 

During  the  early  part  of  the  nineteenth  century  private 
initiative  was  to  a large  extent  responsible  for  educational 
activity  in  the  provision  of  secondary  and  higher  educa- 
tion in  the  United  States.  While  the  academies  were 
multiplying,  many  new  educational  influences  were  at 
work,  fostered  by  private  individuals  and  societies. 

Denominational  Institutions.  The  most  extensive  pri- 
vate elementary  educational  system  in  the  United  States 
is  that  of  the  Roman  Catholic  Church.  In  1790,  the 
Roman  Catholic  Church  established  its  diocesan  govern- 
ment in  this  country  and  immediately  established  pa- 
rochial schools.  As  the  number  of  Catholics  increased 
through  immigration,  the  teaching  orders  of  the  Church 
opened  schools  in  all  parts  of  the  Union.  The  establish- 
ment of  Catholic  schools  received  a new  impetus  from 
the  Baltimore  Council  of  1884,  in  which  parish  priests 
were  charged  with  the  establishment  of  parochial  schools, 
and  Catholic  parents  were  directed  to  send  their  children 
to  them. 

The  Protestant  churches  were  earlier  in  the  field  of 
education  than  the  Catholic  church.  Methodist  academies 
date  from  the  early  decades  of  the  last  century.  Almost 
all  other  denominations  have  since  entered  the  field  of 
education,  but  their  activities  are  in  general  confined 
to  higher  education. 


Opportunities  for  Higher  Education  in  the  United  States  5 


Classification 

Kindergarten.  The  first  institution  of  learning  to 
which  the  child  makes  his  way  is  the  kindergarten. 
Children  below  six  or  seven  are  received  in  it. 

The  first  kindergarten  in  this  country  was  opened  at 
Watertown,  Wisconsin,  in  1855,  by  Mrs.  Carl  Schurz,  and 
was  followed  by  others  in  German  communities.  The  earli- 
est American  kindergarten  was  established  in  i860,  in 
Boston  by  Miss  Elizabeth  Peabody,  who,  in  1867,  went  to 
Germany  to  study  under  Froebel  in  his  Blankenburg  kin- 
dergarten. On  her  return  the  following  year  there  was  es- 
tablished in  Boston  the  first  kindergarten  training  school. 
In  1874,  Mr.  S.  H.  Hill,  of  Florence,  Massachusetts, 
contributed  funds  to  found  the  first  charity  kindergarten. 
The  greatest  charity  kindergarten,  however,  was  devel- 
oped in  San  Francisco  where  the  Golden  Gate  Association 
at  one  time  maintained  as  many  as  forty-one  charity 
kindergartens.  Honorable  W.  T.  Harris,  Superintendent 
of  St.  Louis’  public  schools  and  later  United  States 
Commissioner  of  Education,  in  cooperation  with  Miss 
Susan  E.  Blow,  opened,  in  1873,  an  experimental  kinder- 
garten in  connection  with  the  public  schools  of  St.  Louis. 
This  proved  to  be  a success  and  the  movement  spread 
throughout  the  country.  At  present  there  are  over 
four  thousand  five  hundred  kindergartens,  public  and 
private,  which  enroll  upwards  of  two  hundred  thousand 
pupils. 

The  Elementary  School.  The  elementary  school,  as 
we  have  observed,  was  first  instituted  in  Massachusetts. 
Except  in  New  England,  the  management  of  the  district 
elementary  schools  began  in  most  cases  with  the  Church 
and  gradually  got  into  the  hands  of  the  smallest  political 
subdivision,  known  as  the  “district.”  The  schools  held 
three,  and  sometimes  four,  months’  sessions  in  the  winter. 


6 


The  Institute  of  International  Education 


The  Secondary  School.  The  oldest  secondary  school 
in  this  country  is  the  Boston  Latin  School  which  was 
established  in  1635,  by  vote  of  the  citizens  in  a town 
meeting.  Following  the  Boston  initiative  similar  schools 
were  established  in  New  Haven  (1642),  Hartford  (1642), 
and  New  Amsterdam  (1659).  The  William  Penn  Charter 
School  of  Philadelphia  and  the  King  Williams  School 
in  Annapolis  are  products  of  the  close  of  this  century. 

The  Revolutionary  War  was  a time  of  transition  and 
a new  type  of  institution,  known  as  the  Academy,  sprang 
up  following  the  English  precedent.  The  earliest  school 
by  that  name  was  established  in  Philadelphia  in  1751, 
as  the  result  of  a proposal  made  by  Benjamin  Franklin 
in  1743. 

At  the  beginning  of  the  nineteenth  century,  the  first 
step  in  the  establishment  of  public  high  schools  to  supple- 
ment the  academies  was  taken,  under  the  lead  of  Boston, 
in  1821. 

The  American  College.  The  American  college  was 
the  first  institution  for  higher  education  to  be  founded 
in  the  United  States.  Harvard  was  the  first  college 
established  in  America — the  date  of  its  founding  being 
1636,  six  years  after  the  founding  of  the  Massachusetts 
Bay  Colony.  Boston  at  that  time  was  a village  of  about 
thirty  houses.  Oxford  and  Cambridge  furnished  the 
prototype  for  Harvard  College.  Most  of  its  earlier 
graduates  entered  the  Christian  ministry. 

The  second  college,  that  of  William  and  Mary,  was 
founded  in  Williamsburg,  Virginia,  in  1693;  and  the  third 
college  was  Yale,  which  originated  with  a meeting  of 
pastors  in  Branford,  near  New  Haven,  and  was  located 
at  Saybrook,  Connecticut,  for  fifteen  years  after  its 
establishment  in  1701.  The  second  period  of  activity 
covers  the  latter  half  of  the  eighteenth  century  and 
includes  King’s  College,  now  Columbia  (1754);  The 


Opportunities  for  Higher  Education  in  the  United  States  7 


University  of  Pennsylvania  (1757);  Princeton,  formerly 
the  College  of  New  Jersey,  (1746);  Brown  University 
(1764) ; Queen’s  College,  now  Rutgers,  (1766) ; Dartmouth 
(1770);  and  Hampden-Sydney  (1776).  These  were  fol- 
lowed sometime  later  by  a new  type,  the  state  uni- 
versity— Tennessee  (1794);  North  Carolina  (1789); 
Georgia  (1784);  Indiana  (1820);  and  Virginia  (1819). 
Many  smaller  denominational  colleges,  some  of  which 
have  obtained  a great  prominence,  like  Williams  (1793); 
Bowdoin  (1794);  and  Amherst  (1821),  were  also  founded 
in  this  period. 

In  the  third  period,  which  began  the  latter  part  of 
the  nineteenth  century,  three  great  forces  for  the  advance- 
ment of  American  higher  education  were  at  work;  the 
Civil  War,  commercial  prosperity,  and  the  scientific 
movement.  Under  this  stimulus  such  institutions  as 
Cornell  (1868),  Johns  Hopkins  (1876),  Leland  Stanford, 
Jr.  (1891),  and  the  University  of  Chicago  (1892),  were 
founded. 

The  colleges  today  vary  considerably  in  size;  the  major- 
ity are  independent  institutions  and  do  not  offer  graduate 
work  at  all,  or  only  within  the  limits  of  their  resources. 
The  small  college,  while  more  restricted  in  its  offerings 
and  limited  in  its  equipment,  offers  other  advantages 
which  for  the  foreign  student  may  outweigh  the  dis- 
advantages. The  personal  touch  and  relationship  which 
are  more  likely  to  prevail  in  a smaller  college  offer  an 
atmosphere  in  which  the  foreign  student  may  more  readily 
identify  himself  with  the  spirit  of  the  institution. 

Most  of  the  small  colleges  were  and  still  are  denomina- 
tional. Although  they  may  attract  mainly  students  from 
their  own  denominations,  they  are  open  to  all.  These 
denominational  institutions  are  most  numerous  in  the 
South  and  Middle  West.  While  they  lay  special  stress 
on  religious  education  and  outlook,  the  tendency  to  require 


8 


The  Institute  of  International  Education 


attendance  at  religous  exercises  is  not  as  marked  as  it 
once  was.  Opportunities  for  religious  worship  are  found, 
however,  in  all  institutions,  as  a rule,  irrespective  of 
their  affiliations. 

Many  of  the  leading  institutions  for  higher  technical 
instruction  while  not  bearing  the  title  of  college  or  uni- 
versity, are  equal  in  rank  and  general  character.  Such 
are  the  foremost  engineering  colleges,  like  the  Massa- 
chusetts Institute  of  Technology,  Worcester  Polytechnic 
Institute,  Rensselaer  Polytechnic  Institute,  Stevens  In- 
stitute of  Technology,  Carnegie  Institute  of  Pittsburgh, 
and  the  Case  School  of  Applied  Science.  Many  of  the 
states  through  federal  grants  have  established  and  main- 
tain separate  institutions  for  agriculture  and  engineering. 

While,  as  will  be  seen  from  the  list  of  colleges  given 
on  pages  16-24,  many  of  the  colleges  are  coeducational,  a 
number  of  independent  women’s  colleges  exist.  Their 
general  characteristics  in  point  of  scholarship,  academic 
status,  and  college  life  are  given  in  some  detail  in  Chapter 
VI. 

The  American  college  is  a unique  institution.  It  seems 
to  have  no  exact  counterpart  in  the  educational  system 
of  any  other  country.  It  is  the  nucleus  from  which  all 
higher  institutions  of  learning  have  sprung.  Traditionally, 
its  curriculum  covers  a period  of  four  years  and  leads  to 
the  Baccalaureate  degree. 

The  University.  The  American  university  is  the  out- 
growth and  the  expansion  of  the  American  college. 
Before  the  last  quarter  of  the  nineteenth  century  there 
were  no  universities  in  the  modern  sense  of  the  term. 
With  the  rise  of  professional  schools  of  theology,  law, 
and  medicine,  the  American  college  began  to  approach 
university  organization.  The  university  then  came  to 
be  designated  as  an  institution  composed  of  a college 
and  one  or  more  professional  schools,  each  under  the 


Opportunities  for  Higher  Education  in  the  United  States  9 


control  of  a separate  faculty.  Nevertheless  the  terms 
“college”  and  “university”  are  still  sometimes  used  inter- 
changeably and  are  often  confused.  In  some  states  it 
has  been  possible  to  secure  a university  charter  on  the 
strength  of  achievement  possible  in  the  future,  rather 
than  accomplished  in  the  past.  Thus  today  we  find 
many  colleges  offering  but  a single  course  leading  to 
the  Bachelor’s  degree  and  yet  chartered  as  a university. 
In  the  strictest  sense  of  the  term  a university  is  an  insti- 
tution maintaining,  in  addition  to  the  college  proper, 
professional  and  graduate  departments  offering  advanced 
degrees.  The  specialized  departments  of  the  university 
include  besides  the  graduate  schools  of  arts  and  sciences, 
schools  or  colleges  of  engineering,  agriculture,  medicine, 
pharmacy,  law,  commerce,  education,  and  theology. 
Columbia,  California,  Chicago,  and  Illinois  universities, 
each  have  a dozen  or  more  of  such  schools  or  depart- 
ments. In  their  early  development  American  univer- 
sities consciously  followed  the  German  type. 

Comparison  with  European  and  Latin  American 
Institutions 

The  lack  of  standard  which  we  have  previously  observed 
is  the  chief  characteristic  which  distinguishes  the  Amer- 
ican system  of  education  from  the  European  systems. 
Experiments  in  education  are  constantly  being  conducted 
in  this  country  and  the  results  accomplished  by  one 
institution  are  available  to  all  others.  The  individualism 
of  the  American  people  is  nowhere  else  better  revealed 
than  in  their  institutions  of  education. 

Another  feature  of  American  education  is  its  demo- 
cratic character.  Next  to  the  political  institutions  the 
educational  institutions  best  reflect  the  democratic 
tendencies  of  the  American  people.  American  education 
is  so  graded  as  to  make  the  secondary  school  the  con- 


10 


The  Institute  of  International  Education 


tinuation  of  the  elementary  school,  and  the  college  the 
continuation  of  the  secondary  school.  In  France  and 
Germany,  and  to  a certain  extent  in  England,  the  ele- 
mentary and  secondary  systems  are  not  well  articulated. 
Transference  from  the  one  to  the  other  is  not  easy  except 
at  one  or  two  points.  The  elementary  school  in  many 
cases  is  not  a preparatory  institution  for  the  secondary 
school  but  an  institution  furnishing  education  for  the 
children  of  the  laboring  and  artisan  classes,  whereas  the 
secondary  school  is  intended  to  fit  the  more  well-to-do 
children  for  the  professions  and  for  civil  life.  Much  of 
the  work  that  is  done  by  the  French  lycee  and  the  German 
nine-year  secondary  schools  is  included  here  in  the 
secondary  school  and  in  the  first  two  years  of  college. 

The  standard  attained  by  the  completion  of  an  Ameri- 
can secondary  or  high  school  course  together  with  the 
first  two  years  of  college  would  correspond  approximately 
to  that  of  the  Baccalaureat  of  the  French  lycee,  or  the 
Abiturientenzeugnis  of  the  German  gymnasium.  Our 
professional  schools  which  require  two  years  of  college 
study  for  entrance  have  an  equivalence  with  the  French 
and  German  universities,  which  are  open  only  to  the 
holders  of  the  Baccalaureate  degree  from  the  lycee  or 
the  gymnasium  respectively. 


Opportunities  for  Higher  Education  in  the  United  States  1 1 


Chapter  II 

THE  UNDERGRADUATE  COLLEGE 

The  Colleges  of  Liberal  Arts  and  Sciences 

At  the  core  of  every  American  university  stands  the 
collegiate  department  variously  called  the  undergraduate 
department,  the  school,  department  or  college  of  arts 
and  sciences,  the  college  of  letters,  the  college  of  liberal 
arts,  etc.  Graduates  of  recognized  high  schools  and 
private  schools,  and  students  who  give  evidence  of  equiva- 
lent preparation  are  admitted  to  the  school  of  arts  and 
sciences. 

The  average  age  of  students  entering  college  is  eighteen 
or  nineteen  years,  making  the  average  at  graduation 
twenty-two  to  twenty-three  years. 

The  College  offers  a four-year  course  leading  to  the 
Bachelor’s  degree,  of  which  there  are  three  chief  groups, 
namely — A.B.,  B.S.  and  Ph.B.* 

The  early  practice  of  prescribing  courses  of  study  for 
the  Bachelor’s  degree  has  practically  broken  down. 
The  required  studies  are  confined  to  two  or  three  subjects 
and  the  student  is  allowed  freedom  of  choice  with  respect 
to  the  rest  of  the  program.  A still  later  development, 
known  as  the  “group  system”  came  to  meet  the  needs 
of  students,  and  was  first  put  into  practice  at  Johns 
Hopkins  University.  The  theory  is  that  work  should  be 
concentrated  along  certain  lines  to  definite  ends.  Certain 
groups  of  studies  are  organized  to  correlate  with  a single 
central  subject  and  to  permit  the  students  to  choose 
one  of  these  groups.  Princeton  was  a pioneer  in  what 
is  called  the  “preceptorial  system”  by  which  each  student 

* See  Table  of  Degrees,  p.  93. 


12 


The  Institute  of  International  Education 


is  carefully  supervised  and  assisted  in  his  studies.  The 
assistant  professors  are  the  preceptors,  whose  duty  it  is 
to  meet  the  students  in  little  groups  to  give  advice  and 
test  the  faithfulness  and  accuracy  of  their  work.  The 
semester  system  is  followed  by  most  universities — the 
first  semester  extending  from  the  latter  part  of  September 
to  early  February,  and  the  second  semester  terminating 
about  the  middle  of  June,  but  the  practice  of  dividing 
the  year  into  four  terms  is  gaining  in  favor  especially 
in  the  West.  Some  of  the  universities  in  California  open 
in  August  and  close  in  May.  Each  semester  culminates 
in  an  examination  designed  to  test  the  knowledge  of 
the  student  in  the  branches  he  has  studied.  Many  of 
the  colleges  have  adopted  the  “honor  system”  in  the 
written  examinations  according  to  which  no  proctors 
supervise  the  examination  period.  This  system  endeavors 
to  cultivate  honesty  in  examinations.  The  offender  is 
usually  suspended  by  the  Student  Council. 

The  instruction  in  the  school  of  arts  and  sciences  is 
carried  on  by  means  of  lectures,  recitations,  discussions, 
and  various  kinds  of  written  exercises.  In  the  Freshman 
and  Sophomore  years — the  first  two  years  of  the  college 
course — instructors  usually  assign  a definite  number 
of  pages  from  a prescribed  textbook  and  the  student’s 
knowledge  is  tested  by  recitation.  In  the  last  two  years 
lectures  become  more  the  rule  and  periodic  examinations 
take  the  place  of  formal  recitations. 

College  Entrance  Requirements 

Admission  to  a standard  American  college  is,  in  general, 
based  on  the  completion  of  a four- year  course  in  a secon- 
dary school.  Expressed  in  terms  of  the  “unit,”  it  is  the 
equivalent  of  fourteen  to  sixteen  units.  A “unit”  repre- 
sents a year’s  study  in  any  subject  in  a secondary  school, 
constituting  approximately  a quarter  of  a full  year’s 


Opportunities  for  Higher  Education  in  the  United  States  13 


work.  A four-year  secondary  school  curriculum  should 
be  regarded  as  representing  not  more  than  sixteen  units 
of  work. 

This  definition  assumes  that  the  length  of  the  school 
year  is  thirty-six  to  forty  weeks;  that  a period  is  from 
forty  to  sixty  minutes  in  length  and  that  the  study  is  pur- 
sued for  four  or  five  periods  a week. 

There  are  three  methods  of  admission;  first  by  cer- 
tificate from  an  accredited  high  school.  This  method 
prevails  in  the  West  and  Middle  West.  Second  by  an 
examination  conducted  by  the  college,  itself,  or  by  the 
College  Entrance  Examination  Board.  This  method 
is  followed  in  the  East.  The  third  method  is  by  passing 
a “psychological  test.”  This  method,  recently  adopted 
by  Columbia  University,  is  a further  development  of 
the  type  of  tests  used  by  the  School  of  Military  Aero- 
nautics during  the  war  and  is  meant  to  determine,  not 
so  much  the  fund  of  information  possessed  by  the  student 
as  his  ability  accurately  and  clearly  to  use  his  common 
sense.  Only  those  who  complete  their  secondary  school 
work  with  high  records  are  allowed  to  take  the  test. 

The  physical  condition  of  a student  is  more  and  more 
being  taken  into  consideration  by  college  authorities. 
Some  colleges  are  beginning  to  require  a certificate  of 
health  for  admission. 

Foreign  students  are  advised  to  bring  with  them  as 
detailed  a statement  as  possible  of  the  nature  and  amount 
of  work  pursued  and  completed  by  them.  Such  state- 
ments should  be  translated  into  English,  wherever 
necessary.  It  is  especially  important  to  present  diplomas 
or  certificates  obtained  from  institutions  previously 
attended  by  them  and  preferably  those  that  are  usually 
recognized  in  the  countries  of  their  origin.  They  should 
also  bring  copies  of  the  calendars  of  the  universities  or 
institutions  in  which  they  have  studied. 


14 


The  Institute  of  International  Education 


It  is  suggested  that  students  bring  no  ordinary  text- 
books since  the  libraries  supply  all  the  copies  needed. 
What  is  wanted,  however,  is  material  dealing  with  educa- 
tion in  your  own  country,  such  as  reports,  pamphlets, 
etc.,  of  which  there  is  usually  a great  dearth  here. 

The  Credit  System.  Students  from  foreign  countries 
are  sometimes  confused  when  reading  about  points  and 
credits  in  the  American  university  calendars.  Therefore, 
a short  word  of  explanation  may  be  necessary  in  this 
connection.  A particular  course  in  the  calendar  is  put 
down  as  counting  two  or  three  points  (or  hours) 
per  semester  or  term,  as  the  case  may  be.  This  repre- 
sents roughly  the  number  of  hours  of  work  in  lectures 
and  in  preparation  that  is  expected  to  be  devoted  to 
it.  A student  “gets  his  points”  ( i.e . passes  his  course) 
if  he  has  attended  regularly,  done  the  work,  and  passed 
the  examination  in  this  particular  subject  at  the  end  of 
the  semester. 

The  average  student  takes  about  fifteen  points  per 
semester.  This  will  leave  him  to  complete  the  hundred 
and  twenty  points  that  is  normally  required  for  the 
Bachelor’s  degree  in  four  years  (at  the  rate  of  thirty 
points  a year).  In  some  universities  tuition  fees  are 
fixed  sums  per  semester;  in  others,  like  Columbia,  Chicago, 
etc.,  they  are  proportional  to  the  number  of  points  taken. 
In  some  state  colleges  no  fees  are  charged  to  a student 
after  he  has  been  a resident  for  one  year  in  the  country. 

This  system  enables  students  to  work  at  almost  any 
rate  they  please  within  the  limits  of  human  possibility. 
Some  students  who  do  outside  work  to  earn  a living,  carry 
proportionally  less  points,  and  it  will  take  them  corres- 
pondingly longer  to  get  the  full  number  of  points  required 
for  a degree.  Other  students  with  ability  and  energy 
enough  to  devote  every  possible  moment  to  studying 
may  considerably  shorten  their  period  of  study  by  carry- 


Opportunities  for  Higher  Education  in  the  United  States  15 


ing  more  than  the  average  number  of  points  per  semester 
and  by  attending  summer  sessions  where  from  six  to 
eight  points  per  session  may  be  earned.  It  is,  however, 
advisable  that  during  the  first  semester  students  do  not 
take  more  than  the  normal  number  of  points,  since  it 
usually  takes  some  time  to  become  adapted  to  the  new 
conditions  of  work.  When,  therefore,  a calendar  says 
that  it  requires  a minimum  from  sixty  to  seventy-five 
points  post-graduate  work  for  the  Ph.D.,  candidates 
must  remember  that  whatever  time  is  devoted  to  the 
Ph.D.  thesis  must  be  added  to  the  two  years  or  more; 
and  this  will  vary,  as  has  been  said  before,  with  the 
difficulty  of  the  problem  and  the  amount  of  work  already 
done  upon  it.  If  candidates  prefer  to  work  on  their 
dissertations  contemporaneously  with  their  class  work 
(as  very  many  do)  it  will  only  mean  that  the  required 
number  of  points  will  be  spread  out  over  a longer  period 
of  time  than  an  individual  puts  in  on  his  work.  In  the 
case  of  the  higher  degrees,  the  number  of  points  are  given 
simply  as  a general  indication  of  the  time  and  work  that 
will  be  involved.  It  is  not  prescribed  in  any  sense  nor 
in  every  case  strictly  adhered  to.  In  each  individual 
case  it  depends  on  the  general  status  of  scholarship  at- 
tained, and  on  the  judgment  of  the  faculty  of  a department 
in  which  a candidate  is  majoring  as  to  whether  he  is 
fully  qualified  to  proceed  to  the  final  examination,  or 
not.  In  most  cases  the  number  of  points  indicated  will 
be  a bare  minimum. 

Accredited  Higher  Institutions 

The  list  of  institutions  given  below  was  drawn  up  by 
the  American  Council  on  Education  and  printed  in  the 
Educational  Record,  April,  1920.  It  represents  those 
institutions  whose  degrees  may  be  accepted  for  advanced 
study  by  American  and  foreign  universities. 


i6 


The  Institute  of  International  Education 


ALABAMA 


University  of  Alabama 

University 

Coed 

ARIZONA 

University  of  Arizona 

Tucson 

Coed 

CALIFORNIA 

California  Institute  of  Technology 

Pasadena 

Men 

Leland  Stanford  Junior  University 

Stanford  University 

Coed 

Mills  College 

Mills  College 

Women 

Occidental  College 

Los  Angeles 

Coed 

Pomona  College 

Claremont 

Coed 

University  of  California 

Berkeley 

Coed 

University  of  Southern  California 

Los  Angeles 

Coed 

COLORADO 

Colorado  Agricultural  College 

Fort  Collins 

Coed 

Colorado  College 

Colorado  Springs 

Coed 

University  of  Colorado 

Boulder 

Coed 

University  of  Denver 

University  Park 

Coed 

CONNECTICUT 

Connecticut  College  for  Women 

New  London 

Women 

Trinity  College 

Hartford 

Men 

Wesleyan  University 

Middletown 

Men 

Yale  University 

New  Haven 

Men 

DISTRICT  OF  COLUMBIA 

Catholic  University  of  America 

Washington 

Men 

George  Washington  University 

Washington 

Coed 

Georgetown  University 

Washington 

Men 

Trinity  College 

Washington 

Women 

FLORIDA 

Florida  State  College  for  Women 

Tallahassee 

Women 

John  R.  Stetson  University 

De  Land 

Coed 

University  of  Florida 

Gainesville 

Men 

GEORGIA 

Agnes  Scott  College 

Decatur 

Women 

Emory  University 

Oxford 

Men 

Mercer  University 

Macon 

Men 

University  of  Georgia 

Athens 

Men 

Wesleyan  College 

Macon 

Women 

Opportunities  for  Higher  Education  in  the  United  States  17 


University  of  Idaho 

Armour  Institute  of  Technology 
Augustana  College 
Carthage  College 
Illinois  College 
Illinois  Wesleyan  University 
Illinois  Women’s  College 
James  Millikin  University 
Knox  College 
Lake  Forest  College 
Lewis  Institute 
Lombard  College 
Monmouth  College 
Northwestern  College 
Northwestern  University 
Rockford  College 
University  of  Chicago 
University  of  Illinois 
Wheaton  College 

Butler  College 
De  Pauw  University 
Earlham  College 
Franklin  College 
Hanover  College 
Indiana  State  Normal  School 
Indiana  University 
Purdue  University 
Rose  Polytechnic  Institute 
St.  Mary  of  the  Woods 
University  of  Notre  Dame 
Wabash  College 

Coe  College 
Cornell  College 
Drake  University 
Dubuque  College 
Grinnell  College 
Iowa  State  College  of  Agricultural 
and  Mechanical  Arts 


Moscow 

Coed 

Chicago 

Men 

Rock  Island 

Coed 

Carthage 

Coed 

Jacksonville 

Coed 

Bloomington 

Coed 

Jacksonville 

Women 

Decatur 

Coed 

Galesburg 

Coed 

Lake  Forest 

Coed 

Chicago 

Coed 

Galesburg 

Coed 

Monmouth 

Coed 

Naperville 

Coed 

Evanston 

Coed 

Rockford 

Women 

Chicago 

Coed 

Urbana 

Coed 

Wheaton 

Coed 

Indianapolis 

Coed 

Greencastle 

Coed 

Earlham 

Coed 

Franklin 

Coed 

Hanover 

Coed 

Terre  Haute 

Coed 

Bloomington 

Coed 

La  Fayette 

Coed 

Terre  Haute 

Men 

Terre  Haute 

Women 

Notre  Dame 

Men 

Crawfordsville 

Men 

Cedar  Rapids 

Coed 

Mount  Vernon 

Coed 

Des  Moines 

Coed 

Dubuque 

Men 

Grinnell 

Coed 

Ames 

Coed 

IDAHO 


ILLINOIS 


INDIANA 


IOWA 


1 8 The  Institute  of  International  Education 


Iowa  State  Teachers’  College 

Cedar  Falls 

Coed 

Iowa  Wesleyan  College 

Mt.  Pleasant 

Coed 

Luther  College 

Decorah 

Men 

Morningside  College 

Sioux  City 

Coed 

Parsons  College 

Fairfield 

Coed 

Penn  College 

Oskaloosa 

Coed 

Simpson  College 

Indianola 

Coed 

State  University  of  Iowa 

Iowa  City 

Coed 

Upper  Iowa  University 

Fayette 

Coed 

Union  College  of  Iowa 

Des  Moines 

Men 

KANSAS 

Baker  University 

Baldwin 

Coed 

Bethany  College 

Lindsborg 

Coed 

College  of  Emporia 

Emporia 

Coed 

Fairmount  College 

Wichita 

Coed 

Friends  University 

Wichita 

Coed 

Kansas  State  Agricultural  College 

Manhattan 

Coed 

Midland  College 

Atchison 

Coed 

Ottawa  University 

Ottawa 

Coed 

Southwestern  College 

Winfield 

Coed 

University  of  Kansas 

Lawrence 

Coed 

Washburn  College 

Topeka 

Coed 

KENTUCKY 

Central  University  of  Kentucky 

Danville 

Men 

Georgetown  College 

Georgetown 

Coed 

Transylvania  College 

Lexington 

Coed 

University  of  Louisville 

Louisville 

Coed 

University  of  Kentucky 

Lexington 

Coed 

LOUISIANA 

Louisiana  State  University 

Baton  Rouge 

Coed 

Tulane  University  of  Louisiana 

New  Orleans 

Men 

Sophie  Newcomb  College  for  Women 

New  Orleans 

Women 

MAINE 

Bates  College 

Lewiston 

Coed 

Bowdoin  College 

Brunswick 

Men 

Colby  College 

Waterville 

Coed 

University  of  Maine 

Orono 

Coed 

MARYLAND 

Goucher  College 

Baltimore 

Women 

Johns  Hopkins  University 

Baltimore 

Coed 

Loyola  College 

Baltimore 

Men 

Opportunities  for  Higher  Education  in  the  United  States  19 


Maryland  State  College 

College  Park 

Men 

Mt.  St.  Mary’s  College 

Emmitsburg 

Men 

Rock  Hill  College 

Ellicott  City 

Men 

St.  John’s  College 

Annapolis 

Men 

Washington  College 

Chestertown 

Coed 

Western  Maryland  College 

Westminster 

Coed 

MASSACHUSETTS 

Amherst  College 

Amherst 

Men 

Boston  College 

Boston 

Men 

Boston  University 

Boston 

Coed 

Clark  College 

Worcester 

Men 

Clark  University 

Worcester 

Men 

Harvard  University 

Cambridge 

Men 

Holy  Cross  College 

Worcester 

Men 

Massachusetts  Agricultural  College 

Amherst 

Coed 

Massachusetts  Institute  of  Technology 

Cambridge 

Coed 

Mount  Holyoke  College 

South  Hadley 

Women 

Radcliffe  College 

Cambridge 

Women 

Smith  College 

Northampton 

Women 

Tufts  College 

Tufts  College 

Coed 

Wellesley  College 

Wellesley 

Women 

Williams  College 

Williamstown 

Men 

Worcester  Polytechnic  Institute 

Worcester 

Men 

MICHIGAN 

Adrian  College 

Adrian 

Coed 

Albion  College 

Albion 

Coed 

Alma  College 

Alma 

Coed 

Hillsdale  College 

Hillsdale 

Coed 

Hope  College 

Holland 

Coed 

Kalamazoo  College 

Kalamazoo 

Coed 

Michigan  Agricultural  College 

East  I.ansing 

Coed 

Michigan  College  of  Mines 

Houghton 

Men 

Olivet  College 

Olivet 

Coed 

University  of  Detroit 

Detroit 

Men 

University  of  Michigan 

Ann  Arbor 

Coed 

MINNESOTA 

Carleton  College 

Northfield 

Coed 

College  of  St.  Catherine 

St.  Paul 

Women 

College  of  St.  Teresa 

Winona 

Women 

College  of  St.  Thomas 

St.  Paul 

Men 

Gustavus  Adolphus  College 

St.  Peter 

Coed 

Hamline  University 

St.  Paul 

Coed 

20 


The  Institute  of  International  Education 


Macalester  College 

St.  Paul 

Coed 

St.  Olaf  College 

Northfield 

Coed 

University  of  Minnesota 

Minneapolis 

MISSISSIPPI 

Coed 

Millsaps  College 

Jackson 

Coed 

University  of  Mississippi 

MISSOURI 

University 

Coed 

Central  College 

Fayette 

Coed 

Drury  College 

Springfield 

Coed 

Missouri  Valley  College 

Marshall 

Coed 

Missouri  Wesleyan  College 

Cameron 

Coed 

Park  College 

Parkville 

Coed 

St.  Louis  University 

St.  Louis 

Men 

Tarkio  College 

Tarkio 

Coed 

University  of  Missouri 

Columbia 

Coed 

Washington  University 

St.  Louis 

Coed 

Westminster  College 

Fulton 

Men 

William  Jewell  College 

MONTANA 

Montana  State  College  of  Agriculture 

Liberty 

Men 

and  Mechanic  Arts 

Bozeman 

Coed 

University  of  Montana 

Missoula 

NEBRASKA 

Coed 

Bellevue  College 

Bellevue 

Coed 

Cotner  University 

Bethany 

Coed 

Creighton  University 

Omaha 

Men 

Doane  University 

Crete 

Coed 

Grand  Island  College 

Grand  Island 

Coed 

Hastings  College 

Hastings 

Coed 

Nebraska  Wesleyan  University 

University  Place 

Coed 

Union  College 

College  View 

Coed 

University  of  Nebraska 

Lincoln 

Coed 

University  of  Omaha 

Omaha 

Coed 

York  College 

NEVADA 

York 

Coed 

University  of  Nevada 

Reno 

Coed 

NEW  HAMPSHIRE 

Dartmouth  College 

New  Hampshire  College  of  Agricul- 

Hanover 

Men 

tural  and  Mechanic  Arts 

Durham 

Coed 

Opportunities  for  Higher  Education  in  the  United  States  21 


NEW  JERSEY 


College  of  St.  Elizabeth 

Convent  Station 

Women 

Princeton  University 

Princeton 

Men 

Rutgers  College 

New  Brunswick 

Men 

Stevens  Institute  of  Technology 

Hoboken 

Men 

NEW  MEXICO 

New  Mexico  College  of  Agriculture 
and  Mechanic  Arts 

State  College 

Coed 

NEW  YORK 

Adelphi  College 

Brooklyn 

Coed 

Alfred  University 

Alfred 

Coed 

Barnard  College 

New  York  City 

Women 

Brooklyn  Polytechnic  Institute 

Brooklyn 

Men 

Canisius  College 

Buffalo 

Men 

Cathedral  College 

New  York  City 

Men 

Clarkson  School  of  Technology 

Potsdam 

Men 

Colgate  University 

Hamilton 

Men 

College  of  the  City  of  New  York 

New  York  City 

Men 

Columbia  University 

New  York  City 

Coed 

Cornell  University 

Ithaca 

Coed 

D’Youville  College 

Buffalo 

Women 

Elmira  College 

Elmira 

Women 

Fordham  University 

Fordham 

Men 

Hamilton  College 

Clinton 

Men 

Hobart  College 

Geneva 

Coed 

Hunter  College 

New  York  City 

Women 

Manhattan  College 

New  York  City 

Men 

New  York  State  Teachers’  College 

Albany 

Coed 

New  York  University 

New  York  City 

Coed 

Niagara  University 

Niagara 

Men 

Rensselaer  Polytechnic  Institute 

Troy 

Men 

St.  Francis  Xavier  College 

Brooklyn 

Men 

St.  John’s  College 

Brooklyn 

Men 

St.  Lawrence  University 

Canton 

Coed 

St.  Stephen’s  College 

Annandale 

Men 

Syracuse  University 

Syracuse 

Coed 

Union  University 

Schenectady 

Men 

University  of  Rochester 

Rochester 

Coed 

Vassar  College 

Poughkeepsie 

Women 

Wells  College 

Aurora 

Women 

NORTH  CAROLINA 

Davidson  College 

Davidson 

Men 

Trinity  College 

Durham 

Coed 

22 


The  Institute  of  International  Education 


University  of  North  Carolina 

Chapel  Hill 

Coed 

Wake  Forest  College 

Wake  Forest 

Men 

NORTH  DAKOTA 

North  Dakota  Agricultural  College 

Agricultural  College 

Coed 

Fargo  College 

Fargo 

Coed 

Jamestown  College 

Jamestown 

Coed 

University  of  North  Dakota 

University 

Coed 

OHIO 

Baldwin  Wallace  College 

Berea 

Coed 

Case  School  of  Applied  Science 

Cleveland 

Men 

College  of  Wooster 

Wooster 

Coed 

Defiance  College 

Defiance 

Coed 

Dennison  University 

Granville 

Coed 

Heidelberg  University 

Tiffin 

Coed 

Hiram  College 

Hiram 

Coed 

Kenyon  College 

Gambier 

Men 

Lake  Erie  College 

Painesville 

Women 

Marietta  College 

Marietta 

Coed 

Miami  University 

Oxford 

Coed 

Municipal  University  of  Akron 

Akron 

Coed 

Mt.  Union  College 

Alliance 

Coed 

Muskingum  College 

New  Concord 

Coed 

Oberlin  College 

Oberlin 

Coed 

Ohio  State  University 

Columbus 

Coed 

Ohio  University 

Athens 

Coed 

Ohio  Wesleyan  University 

Delaware 

Coed 

Otterbein  University 

Westerville 

Coed 

University  of  Cincinnati 

Cincinnati 

Coed 

Western  College  for  Women 

Oxford 

Women 

Western  Reserve  University 

Cleveland 

Coed 

Wittenberg  College 

Springfield 

Coed 

OKLAHOMA 

Oklahoma  Agricultural  and  Mechanical 


College 

Stillwater 

Coed 

Oklahoma  College  for  Women 

Chickasha 

Women 

University  of  Oklahoma 

Norman 

Coed 

OREGON 

Pacific  University 

Forrest  Grove 

Coed 

Reed  College 

Portland 

Coed 

University  of  Oregon 

Eugene 

Coed 

Williamette  University 

Salem 

Coed 

Opportunities  for  Higher  Education  in  the  United  Stales  23 


PENNSYLVANIA 


Allegheny  College 

Meadville 

Coed 

Bryn  Mawr  College 

Bryn  Mawr 

Women 

Bucknell  University 

Lewisburg 

Coed 

Dickinson  College 

Carlisle 

Coed 

Franklin  and  Marshall  College 

Lancaster 

Men 

Haverford  College 

Haverford 

Men 

Lafayette  College 

Easton 

Men 

Lebanon  Valley  College 

Annville 

Coed 

Muhlenburg  College 

Allentown 

Men 

Lehigh  University 

South  Bethlehem 

Men 

Pennsylvania  College 

Gettysburg 

Coed 

Pennsylvania  State  College 

State  College 

Coed 

Susquehanna  University 

Selinsgrove 

Coed 

Swarthmore  College 

Swarthmore 

Coed 

Temple  University 

Philadelphia 

Coed 

University  of  Pennsylvania 

Philadelphia 

Coed 

University  of  Pittsburgh 

Pittsburgh 

Coed 

Ursinus  College 

Collegeville 

Coed 

Washington  and  Jefferson  College 

Washington 

Men 

Wilson  College 

Chambersburg 

Women 

RHODE  ISLAND 

Brown  University 

Providence 

Coed 

SOUTH  CAROLINA 

College  of  Charleston 

Charleston 

Men 

Converse  College 

Spartanburg 

Women 

University  of  South  Carolina 

Columbia 

Coed 

Wofford  College 

Spartanburg 

Men 

SOUTH  DAKOTA 

Dakota  Wesleyan  University 

Mitchell 

Coed 

Huron  College 

Huron 

Coed 

South  Dakota  College  of  Agriculture 
and  Mechanic  Arts 

Brookings 

Coed 

University  of  South  Dakota 

Vermilion 

Coed 

Yankton  College 

Yankton 

Coed 

TENNESSEE 

George  Peabody  College  for  Teachers 

Nashville 

Coed 

Maryville  College 

Maryville 

Coed 

Southwestern  Presbyterian  University 

Clarksville 

Men 

University  of  Chattanooga 

Chattanooga 

Coed 

University  of  Tennessee 

Knoxville 

Coed 

University  of  the  South 

Sewanee 

Men 

Vanderbilt  University 

Nashville 

Coed 

24 


The  Institute  of  International  Education 


Baylor  University 

TEXAS 

Waco 

Coed 

Southwestern  University 

Georgetown 

Coed 

Rice  Institute 

Houston 

Coed 

Trinity  University 

Waxahachie 

Coed 

University  of  Texas 

Austin 

Coed 

University  of  Utah 

UTAH 

Salt  Lake  City 

Coed 

Middlebury  College 

VERMONT 

Middlebury 

Coed 

University  of  Vermont 

Burlington 

Coed 

College  of  William  and  Mary 

VIRGINIA 

Williamsburg 

Men 

Emory  and  Henry  College 

Emory 

Coed 

Hampden-Sidney  College 

Hampden-Sidney 

Men 

Randolph-Macon  College 

Ashland 

Men 

Randolph-Macon  Woman’s  College  Lynchburg 

Women 

Richmond  College 

Richmond 

Coed 

Roanoke  College 

Salem 

Men- 

University  of  Virginia 

Charlottesville 

Coed 

Washington  and  Lee  University  Lexington 

Men 

State  College  of  Washington 

WASHINGTON 

Pullman 

Coed 

University  of  Washington 

Seattle 

Coed 

Whitman  College 

Walla  Walla 

Coed 

West  Virginia  University 

WEST  VIRGINIA 

Morgantown 

Coed 

Beloit  College 

WISCONSIN 

Beloit 

Coed 

Carroll  College 

Waukesha 

Coed 

Lawrence  College 

Appleton 

Coed 

Marquette  University 

Milwaukee 

Men 

Milton  College 

Milton 

Coed 

Milwaukee- Downer  College 

Milwaukee 

Women 

Northwestern  College 

Watertown 

Men 

Ripon  College 

Ripon 

Coed 

St.  Clara  College 

Sinsinawa 

Women 

University  of  Wisconsin 

Madison 

Coed 

University  of  Wyoming 

WYOMING 

Laramie 

Coed 

Opportunities  for  Higher  Education  in  the  United  States  25 


Chapter  III 

POST-GRADUATE  EDUCATION 
The  Graduate  School 

The  cap-stone  of  the  American  University  is  the 
graduate  school  of  arts  and  sciences,  more  often  called 
the  graduate  faculty,  or  the  faculty  of  philosophy.  It 
admits  as  students  only  those  who  hold  a Bachelor’s 
degree  from  a college  of  recognized  standing  and  offers 
courses  leading  to  the  Master’s  degrees  (A.M.,  M.S., 
M.Ped.,  etc.)  and  the  Doctor’s  degrees  (Ph.D.,  Sc.D.). 

No  definite  practice  has  yet  been  established  for  the 
admission  of  foreign  students  to  graduate  standing.  The 
subject  is,  however,  being  considered  by  special  committees 
representing  the  Institute  of  International  Education, 
the  American  University  Union  in  Europe,  and  the 
American  Council  on  Education.  Two  of  these  have 
already  made  recommendations  with  the  approval  of  the 
leading  graduate  schools  in  the  country,  on  the  admis- 
sion of  students  from  France  and  the  British  Empire. 
It  should  be  noted  that  admission  to  graduate  standing 
does  not  imply  the  granting  of  a degree  within  any 
definite  period.  The  recommendations  on  the  admission 
of  French  and  British  students  are  as  follows: 

Recommendations  Concerning  the  Admission  of  Holders  of 
Degrees  from  French  Institutions 

1.  That  the  French  “licence”  be  accepted  as  the  equivalent  of 
the  American  M.A.  degree. 

2.  That  the  holders  of  the  Baccalaureate  who  produce  evidence 
of  having  done  one  year  of  graduate  study  in  a French  university 
be  admitted  to  graduate  standing. 

3.  That  holders  of  the  Baccalaureate  be  admitted  for  one  year 
as  “unclassified  students”  and  if  they  prove  their  fitness,  be  then 
admitted  to  graduate  standing. 


26 


The  Institute  of  International  Education 


4.  With  regard  to  engineering,  medical  and  other  professional 
degrees,  no  recommendation  is  made,  as  each  case  must  be  dealt 
with  on  a comparison  of  the  studies  required  with  those  already 
taken.  The  Office  National  des  Universites  et  Ecole  Frangaises, 
1834  Broadway,  New  York  City,  holds  itself  in  readiness,  however, 
to  offer  information  promptly  in  case  of  difficulty. 

Recommendations  Concerning  the  Admission  of  Holders  of 
Degrees  from  British  Institutions 

1.  That  students  or  graduates  of  Canadian  institutions  who 
are  candidates  for  admission  to  undergraduate  or  graduate  stand- 
ing at  colleges  and  universities  in  the  United  States  be  classified 
for  purposes  of  admission  as  if  they  had  studied  at  American 
higher  institutions. 

2.  That  holders  of  the  Bachelor’s  degree  from  universities  in 
England,  Wales,  and  Ireland  and  holders  of  the  Master’s  degree 
from  universities  in  Scotland  (the  M.A.  is  the  first  degree  at 
Scottish  universities)  be  admitted  to  graduate  registration  in 
American  universities,  the  status  of  each  individual  with  reference 
to  candidacy  for  a higher  degree  to  be  determined  by  the  merits 
of  his  case. 

3.  That  holders  of  the  Bachelor’s  degree  from  universities  in 
Australia,  New  Zealand,  and  South  Africa  and  from  government 
universities  in  India  be  admitted  to  graduate  registration  in  Amer- 
ican universities,  the  status  of  each  individual  with  reference  to 
candidacy  for  a higher  degree  to  be  determined  by  the  merits  of 
his  case. 

4.  That  administrative  officers  should  note  that  many  holders 
of  the  Bachelor’s  degree  from  institutions  mentioned  in  paragraphs 
2 and  3 may  need  to  spend  at  least  two  years  in  preparation  for 
the  Master’s  degree  at  an  American  university.  But  men  who 
have  graduated  with  high  honors  from  one  of  the  institutions  noted 
in  paragraphs  2 and  3 will  ordinarily  proceed  to  the  Master’s  degree 
at  an  American  institution  in  the  minimum  period. 

It  is  expected  that  other  Committees  representing  the 
same  organizations  will  make  recommendations  of  a sim- 
ilar character  for  students  from  other  countries.  These 
proposals,  however,  will  not  absolve  a foreign  student 


Opportunities  for  Higher  Education  in  the  United  States  27 


from  the  necessity  of  bringing  detailed  official  records, 
translated  into  English,  of  their  previous  education  as 
well  as  diplomas  and  certificates  obtained. 

Almost  all  the  American  graduate  schools  have  been 
developed  within  the  last  generation.  Nevertheless 
the  progress  achieved  by  many  of  them  has  been  un- 
paralleled by  any  other  university  department.  Students 
from  abroad  will  find  opportunities  for  graduate  study 
and  investigation  in  the  leading  American  universities 
that  compare  most  favorably  with  any  European  uni- 
versity. 

The  Master’s  degree  is  usually  awarded  to  students 
who  have  pursued  post  graduate  studies  for  at  least  one 
academic  year  devoted,  as  a rule,  to  not  more  than  three 
studies,  one  of  which,  the  major  subject,  receives  the 
claims  of  the  greater  part  of  the  student’s  time  and 
interest.  The  requirements  may  include  the  writing 
of  a thesis  approved  by  the  appropriate  department. 

The  Doctor’s  degree  is  awarded  to  students  who  have 
pursued  post  graduate  courses  for  usually  three  years 
and  who  have  satisfied  their  particular  departments  of 
their  mastery  of  a special  subject,  and  of  general  acquain- 
tance with  the  broader  field  of  knowledge  of  which  their 
subject  forms  a part.  This  mastery  is  demonstrated, 
not  only  by  oral  and  written  examination,  but  by  a 
thesis  or  dissertation  in  addition,  embodying  the  results 
of  original  investigation  and  research  on  some  topic 
previously  approved  by  the  professor  in  charge  of  the 
major  subject.  Some  universities  require  the  publication 
of  the  dissertation. 


28 


The  Institute  of  International  Education 


Chapter  IV 

PROFESSIONAL  EDUCATION 

The  College  of  Agriculture 

The  typical  school  or  college  of  agriculture  offers  to 
graduates  of  accredited  high  schools,  or  equivalent 
secondary  schools,  a four-year  course  in  agriculture 
leading  to  the  degree  of  Bachelor  of  Science.  Most  of 
the  colleges  of  agriculture  also  offer  opportunities  for 
postgraduate  work  leading  to  the  degree  of  Master  of 
Science  or  Master  of  Science  in  Agriculture,  and  to  the 
degree  Doctor  of  Philosophy. 

While  many  universities  undertake  to  give  instruction 
in  medicine,  engineering,  law  and  the  other  professions, 
agriculture  is  practically  the  only  one  which  finds  a 
place  in  every  state  university  and  land-grant  college. 
In  the  Morrill,  or  Land-Grant  Act  of  1862,  the  United 
States  Congress  made  grants  of  public  lands  to  the  states, 
based  on  their  respective  representation  in  Congress, 
the  proceeds  from  the  sale  of  which  should  constitute 
a perpetual  fund,  the  income  from  which  should  be  devoted 
“to  the  endowment,  support,  and  maintenance  of  at 
least  one  college  where  the  leading  object  shall  be,  without 
excluding  other  scientific  and  classical  subjects,  and 
including  military  tactics,  to  teach  such  branches  of 
learning  as  are  related  to  agriculture  and  the  mechanic 
arts.” 

In  many  of  the  states  this  land-grant  became  the  basis 
for  the  establishment  of  a state  university.  By  a series 
of  subsequent  acts  the  federal  government  has  further 
endowed  these  land-grant  colleges,  both  for  resident 
teaching  and  also  for  the  establishment  and  maintenance 


Opportunities  for  Higher  Education  in  the  United  States  29 


of  agricultural  experiment  stations  in  connection  there- 
with and  for  the  creation  of  a far-reaching  system  for 
extension  and  non-resident  teaching.  Under  the  state 
and  federal  acts  the  state  universities  and  land-grant 
colleges  are  therefore  required  to  do  three  kinds  of  work: 
resident  teaching,  agricultural  research,  and  agricultural 
extension. 

The  colleges  of  agriculture  now  embrace  a wide  range 
of  specialized  departments  of  instruction,  such  as  animal 
husbandry,  poultry  husbandry,  agricultural  chemistry, 
dairy  industry,  agricultural  economics,  farm  manage- 
ment, entomology,  farm  crops,  vegetable  crops,  flori- 
culture, forestry,  pomology  or  fruit  growing,  landscape 
gardening,  meteorology,  plant  breeding,  plant  pathology, 
soil  technology,  rural  education,  rural  sociology,  rural 
engineering,  and  home  economics.  Many  of  them  also 
include  the  basic  sciences  on  which  agriculture  rests. 

The  typical  course  of  instruction  includes  fundamental 
sciences,  language,  economics,  mathematics,  together 
with  technical  instruction  in  agriculture  and  practical 
work  in  laboratories,  shops,  greenhouses,  barns,  and 
farms. 

Colleges  and  Schools  of  Agriculture 

The  following  list  of  schools  and  colleges  of  agriculture 
is  taken  from  the  Educational  Directory,  1919-20, 
issued  by  the  Department  of  the  Interior,  Bureau  of 
Education,  Washington,  D.  C. 

ALABAMA 


Alabama  Polytechnic  Institute 

Auburn 

ARIZONA 

University  of  Arizona 

Tucson 

ARKANSAS 

University  of  Arkansas 

Fayetteville 

30 


The  Institute  of  International  Education 


CALIFORNIA 

University  of  California 

Berkeley 

COLORADO 

Colorado  Agricultural  College 

Fort  Collins 

CONNECTICUT 

Connecticut  Agricultural  College 

Storrs 

DELAWARE 

Delaware  College 

Newark 

FLORIDA 

University  of  Florida 

Gainesville 

GEORGIA 

Georgia  State  College  of  Agriculture  and  the 
Mechanic  Arts 

Athens 

IDAHO 

University  of  Idaho 

Moscow 

ILLINOIS 

University  of  Illinois 

Urbana 

INDIANA 

Purdue  University 

La  Fayette 

IOWA 

Iowa  State  College  of  Agriculture  and 
Mechanic  Arts 

Ames 

KANSAS 

Kansas  State  Agricultural  College 

Manhattan 

KENTUCKY 

University  of  Kentucky 

Lexington 

LOUISIANA 

Louisiana  State  University  and  Agricultural 
and  Mechanical  College 

Baton  Rouge 

MAINE 

University  of  Maine 

Qrono 

Opportunities  for  Higher  Education  in  the  United  States  31 


MARYLAND 


Maryland  State  College  of  Agriculture 

College  Park 

MASSACHUSETTS 

Massachusetts  Agricultural  College 

Amherst 

MICHIGAN 

Michigan  Agricultural  College 

East  Lansing 

MINNESOTA 

University  of  Minnesota 

Minneapolis 

MISSISSIPPI 

Mississippi  Agricultural  and  Mechanical 
College 

Agricultural  College 

MISSOURI 

University  of  Missouri 

University 

MONTANA 

Montana  State  College  of  Agriculture  and 
Mechanic  Arts 

Bozeman 

NEBRASKA 

University  of  Nebraska 

Lincoln 

NEVADA 

University  of  Nevada 

Reno 

NEW  HAMPSHIRE 

New  Hampshire  College  of  Agriculture  and 
Mechanic  Arts 

Durham 

NEW  JERSEY 

Rutgers  College 

New  Brunswick 

NEW  MEXICO 

New  Mexico  College  of  Agriculture  and 
Mechanic  Arts 

State  College 

NEW  YORK 

New  York  State  College  of  Agriculture 
(Cornell  University) 

Syracuse  University 

Ithaca 

Syracuse 

32 


The  Institute  of  International  Education 


NORTH  CAROLINA 

North  Carolina  State  College  of  Agriculture 
and  Engineering 

West  Raleigh 

NORTH  DAKOTA 

North  Dakota  Agricultural  College 

Agricultural  College 

OHIO 

Ohio  State  University 

Columbus 

OKLAHOMA 

Oklahoma  Agricultural  and  Mechanical 
College 

Stillwater 

OREGON 

Oregon  Agricultural  College 

Corvallis 

PENNSYLVANIA 

Pennsylvania  State  College 

State  College 

RHODE  ISLAND 

Rhode  Island  State  College 

Kingston 

SOUTH  CAROLINA 

Clemson  Agricultural  College 

Clemson  College 

SOUTH  DAKOTA 

South  Dakota  State  College  of  Agriculture 
and  Mechanic  Arts 

Brookings 

TENNESSEE 

University  of  Tennessee 

Knoxville 

TEXAS 

Agricultural  and  Mechanical  College  of 
Texas 

College  Station 

UTAH 

Agricultural  College  of  Utah 

Logan 

VERMONT 

University  of  Vermont  and  State  Agri- 
cultural College 

Burlington 

Opportunities  for  Higher  Education  in  the  United  States  33 


VIRGINIA 

Virginia  Agricultural  and  Mechanical  College 
and  Polytechnic  Institute 


Blacksburg 


WASHINGTON 


State  College  of  Washington 


Pullman 


WEST  VIRGINIA 


West  Virginia  University 


Morgantown 


WISCONSIN 


University  of  Wisconsin 


Madison 


WYOMING 


University  of  Wyoming 


Laramie 


The  School  of  Veterinary  Medicine 

The  interdependence  between  animal  and  plant  hus- 
bandry has  made  it  necessary  for  several  states  to  main- 
tain schools  of  veterinary  medicine.  They  are  located 
in  connection  with  the  agricultural  colleges  in  most  of 
the  states. 

The  schools  of  veterinary  medicine  offer  to  graduates 
of  a four-year  secondary  school  a four-year  course  leading 
to  the  degree  of  D.  V.  M.  The  New  York  State  Veter- 
inary College  administered  by  Cornell  University  is 
located  at  Ithaca,  New  York.  The  course  consists  of 
such  sciences,  as  animal  husbandry,  chemistry,  botany, 
zoology,  physiology  and  anatomy,  with  courses  in  animal 
pathology,  surgery,  and  medicine.  Clinical  facilities 
are  provided. 

The  School  of  Architecture 

The  minimum  entrance  requirement  to  schools  of 
architecture  is  a high  school  education.  In  some  cases 
such  preliminary  requirement  includes  a few  definitely 
prescribed  subjects.  The  usual  length  of  a course  leading 
to  the  degree  of  B.Arch.  or  B.S.  in  Arch,  is  four  years, 
during  which  practical  work  during  the  vacation  may  be 


34 


The  Institute  of  International  Education 


required.  In  one  instance  (Columbia  University),  two 
years  of  college  work  are  required  for  admission  followed 
by  four  years  of  specialization  in  architecture;  and  in 
two  cases  (Harvard  and  University  of  California),  college 
graduation  is  required.  In  combination  with  schools 
or  colleges  of  engineering  a number  of  schools  of  archi- 
tecture offer  courses  in  architectural  engineering,  leading 
to  the  degree  of  B.S.  in  Architectural  Engineering.  Grad- 
uate courses  leading  after  one  year  of  study  to  the  M.A. 
or  M.Arch.,  or  M.S.  in  Arch.*  are  offered  in  many  insti- 
tutions. 

Collegiate  Schools  of  Architecture 

Members  of  the  Association  of  the  Collegiate  Schools  of 

Architecture 

Carnegie  Institute  of  Technology,  Pittsburgh,  Pennsylvania 
Columbia  University,  New  York 
Cornell  University,  Ithaca,  New  York 
Harvard  University,  Cambridge,  Massachusetts 

Massachusetts  Institute  of  Technology,  Cambridge,  Massachusetts 

Syracuse  University,  Syracuse,  New  York 

University  of  California,  Berkeley,  California 

University  of  Illinois,  Urbana,  Illinois 

University  of  Michigan,  Ann  Arbor,  Michigan 

University  of  Minnesota,  Minneapolis,  Minnesota 

University  of  Oregon,  Eugene,  Oregon 

University  of  Pennsylvania,  Philadelphia,  Pennsylvania 

Washington  University,  Seattle,  Washington 

The  School  of  Commerce 

The  schools  of  commerce,  of  business,  or  of  business 
administration  in  the  United  States  may  be  classified 
in  three  groups : 

First — -Those  corresponding  to  the  collegiate  course 
of  four  years  which  require  a complete  high  school  edu- 
cation. These  schools  give  a degree  in  commerce  at  the 


See  Table  of  Degrees,  p.  93, 


Opportunities  for  Higher  Education  in  the  United  States  35 


completion  of  the  four  years.  The  course  combines 
cultural  subjects  and  technical  business  training.  In 
this  group  belongs  the  Wharton  School  of  the  University 
of  Pennsylvania. 

Second — Schools  which  require  two  or  three  years  of 
collegiate  preparation  followed  by  two  years  of  technical 
and  professional  study.  This  course  leads  also  to  the 
degree  of  B.S.  in  Business  given  by  Columbia  University, 
and  Amos  Tuck  School  of  Dartmouth  College. 

Third — The  graduate  school  of  business  administration 
which  calls  for  a complete  college  course  and  is  thus 
offered  only  to  graduates  and  confers  a graduate  degree 
as  at  Harvard  University. 

Somewhat  different  from  these  three  types  is  the  five- 
year  cooperative  business  course  offered  by  the  Uni- 
versity of  Cincinnati,  in  which  class  study  and  office 
work  are  combined. 


Schools  of  Commerce 

Members  of  the  Association  of  Collegiate  Schools  of  Business 

CALIFORNIA 

University  of  California,  College  of  Commerce  Berkeley 

GEORGIA 

Georgia  Institute  of  Technology,  School  of  Commerce  Atlanta 


ILLINOIS 

University  of  Chicago,  School  of  Commerce  and 
Administration 

Northwestern  University,  School  of  Commerce 

LOUISIANA 

Tulane  University  of  Louisiana,  College  of  Commerce 
and  Business  Administration 

MASSACHUSETTS 

Boston  University,  College  of  Business  Administration 
Harvard  University,  Graduate  School  of  Business 
Administration 


Chicago 

Evanston 


New  Orleans 


Boston 

Cambridge 


36 


The  Institute  of  International  Education 


MICHIGAN 

University  of  Michigan,  Committee  on  Business  Ad- 
ministration 


MINNESOTA 

University  of  Minnesota,  School  of  Commerce 

NEBRASKA 

University  of  Nebraska,  College  of  Business  Admin- 
istration 


NEW  YORK 

Columbia  University,  School  of  Business 
New  York  University,  School  of  Commerce,  Accounts 
and  Finance 

Syracuse  University,  School  of  Business  Administration 


Ann  Arbor 

Minneapolis 

Lincoln 

New  York 

New  York 
Syracuse 


NEW  HAMPSHIRE 

Dartmouth  College,  Amos  Tuck  School  of  Business 
Administration 


OHIO 

Ohio  State  University,  College  of  Commerce 
University  of  Cincinnati,  College  of  Engineering  and 
Commerce 


PENNSYLVANIA 

University  of  Pennsylvania,  Wharton  School  of  Com- 
merce and  Finance 

University  of  Pittsburgh,  School  of  Economics 


Hanover 


Columbus 

Cincinnati 


Philadelphia 

Pittsburgh 


TEXAS 

University  of  Texas,  School  of  Business  Administration  Austin 

WISCONSIN 

University  of  Wisconsin,  Course  in  Commerce  Madison 


The  School  of  Dentistry 

The  course  in  dentistry  is  four  years  in  duration  and 
is  open  in  a majority  of  dental  colleges  to  graduates  of 
accredited  high  schools  and  leads  to  the  degree  of  D.D.S. 
Two  schools  confer  the  degree  D.M.D. 


Opportunities  for  Higher  Education  in  the  United  States  37 


Beginning  the  1921-1922  year,  a goodly  number  of 
the  leading  schools  will  require  one  year  of  collegiate 
training  for  entrance.  Columbia  University  requires 
two  years  of  preliminary  collegiate  work  and  the  first 
two  years  of  the  dental  course  are  very  largely  devoted 
to  the  study  of  elementary  biologic  subjects  with  the 
medical  students,  upon  completion  of  which  is  conferred 
the  degree,  B.S.  in  Dentistry.  The  third  and  fourth 
years  are  given  to  strictly  dental  training  and  lead  to 
the  degree  of  D.D.S.  This  plan  is  about  to  be  followed 
by  several  other  university  dental  schools. 

There  are  no  less  than  forty-eight  schools  of  dentistry 
in  connection  with  universities  and  colleges.  American 
schools  of  dentistry  are  mostly  well  equipped  and  offer 
unexcelled  facilities  for  clinical  work  and  study.  American 
practitioners  of  dentistry  enjoy  world-wide  reputation. 

There  is  a growing  tendency  on  the  part  of  states  and 
universities  to  regard  dentistry  as  a specialized  branch 
of  medical  science. 

Schools  of  Dentistry 

CALIFORNIA 

University  of  Southern  California,  College  of 
Dentistry 

College  of  Physicians  and  Surgeons,  Department 
of  Dentistry 

University  of  California,  College  of  Dentistry 

COLORADO 

Colorado  College  of  Dental  Surgery,  University 
of  Denver 

DISTRICT  OF  COLUMBIA 
George  Washington  University,  Department  of 
Dentistry 

Howard  University,  Dental  College 

GEORGIA 

Atlanta  Dental  College 
Southern  Dental  College 


Los  Angeles 

San  Francisco 
San  Francisco 


Denver 


Washington 

Washington 

Atlanta 

Atlanta 


38 


The  Institute  of  International  Education 


ILLINOIS 

Chicago  College  of  Dental  Surgery,  Valparaiso 
University 

Northwestern  University  Dental  School 
University  of  Illinois,  College  of  Dentistry 

INDIANA 

Indiana  Dental  College,  University  of  Indiana 
Valparaiso  University,  College  of  Dentistry 

IOWA 

State  University  of  Iowa,  College  of  Dentistry 

KENTUCKY 

University  of  Louisville,  College  of  Dentistry 

LOUISIANA 

Loyola  School  of  Dentistry,  Loyola  University 
Tulane  University  of  Louisiana,  School  of  Dentistry 

MARYLAND 

Baltimore  College  of  Dental  Surgery 
University  of  Maryland,  Dental  Department 

MASSACHUSETTS 

Harvard  University,  Dental  School 
Tufts  College,  Dental  School 


MICHIGAN 

University  of  Michigan,  College  of  Dental  Surgery 

MINNESOTA 

University  of  Minnesota,  College  of  Dentistry 

MISSOURI 

Kansas  City  Western  Dental  College 
St.  Louis  University,  School  of  Dentistry 
Washington  University,  School  of  Dentistry 

NEBRASKA 

University  of  Nebraska,  College  of  Dentistry 
Creighton  University,  College  of  Dentistry 

NEW  JERSEY 

College  of  Jersey  City,  Department  of  Dentistry 


Chicago 

Chicago 

Chicago 


Indianapolis 

Valparaiso 


Iowa  City 


Louisville 


New  Orleans 
New  Orleans 


Baltimore 

Baltimore 


Boston 

Boston 


Ann  Arbor 


Minneapolis 


Kansas  City 
St.  Louis 
St.  Louis 


Lincoln 

Omaha 


Jersey  City 


Opportunities  for  Higher  Education  in  the  United  States  39 


NEW  YORK 

University  of  Buffalo,  College  of  Dentistry 
College  of  Dental  and  Oral  Surgery  of  New  York 
Columbia  University,  Dental  Department 
New  York  College  of  Dentistry 

OHIO 

Cincinnati  College  of  Dental  Surgery 
Ohio  College  of  Dental  Surgery 
Western  Reserve  University,  Dental  School 
Ohio  State  University,  College  of  Dentistry 

OREGON 

North  Pacific  College  of  Dentistry 

PENNSYLVANIA 

Temple  University,  School  of  Dentistry 
Thomas  W.  Evans  Museum  and  Dental  Institute 
School  of  Dentistry,  University  of  Pennsylvania 
University  of  Pittsburgh,  School  of  Dentistry 

TENNESSEE 

College  of  Dentistry,  University  of  Tennessee 
Vanderbilt  University,  Dental  Department 
Meharry  Dental  College 


TEXAS 

College  of  Dentistry,  Baylor  University 
Texas  Dental  College 

VIRGINIA 

School  of  Dentistry,  Medical  College  of  Virginia 

WISCONSIN 

Marquette  University,  Dental  Department 


Buffalo 

New  York  City 
New  York  City 
New  York  City 


Cincinnati 

Cincinnati 

Cleveland 

Columbus 


Portland 


Philadelphia 

Philadelphia 

Pittsburgh 


Memphis 

Nashville 

Nashville 


Dallas 

Houston 


Richmond 


Milwaukee 


The  School  of  Education 

The  school  of  education  is  comparatively  new  and  is 
distinctly  American,  whereas  the  normal  school  js  Euro- 
pean in  origin.  The  general  aim  of  the  School  of  Edu- 
cation is  to  prepare  prospective  high  school  teachers, 
school  principles,  and  superintendents.  In  some  univer- 
sities it  is  a distinct  school  offering  a four-years’  course 


40 


The  Institute  of  International  Education 


leading  to  a Bachelor’s  degree.  Frequently  there  is 
merely  offered  a two-years’  course,  superimposed  on  the 
Sophomore  year,  leading  to  the  degree.  Occasionally 
it  is  a department  of  the  university,  recommended  as 
any  other  department,  for  the  degree. 

For  high  school  graduates  the  normal  school  course 
covers  two  or  three  years.  Most  states  maintain  normal 
schools  for  the  training  of  teachers  for  the  elementary 
schools. 

Good  schools  of  education  provide  opportunities  for 
observation  and  for  the  practice  of  teaching.  In  the 
professional  part  of  their  curricula  they  offer  instruction 
in  such  subjects  as  history  of  education,  principles  of 
education,  methods  of  teaching,  educational  psychology, 
educational  sociology,  educational  administration,  and 
the  various  aspects  of  secondary,  elementary,  and  kinder- 
garten education. 

There  is  a growing  tendency  for  the  school  of  education 
to  relegate  to  the  collegiate  department  that  part  of  its 
curriculum  which  is  cultural,  and  thus  to  stand  on  a 
graduate  basis.  Graduate  courses  in  education  leading 
to  the  degrees  of  M.A.  and  Ph.D.  are  now  offered  by  the 
graduate  departments  of  many  universities,  especially  by 
the  state  universities.  Among  the  foremost  specialized 
schools  of  education  are  Teachers  College,  Columbia  Uni- 
versity, and  the  Schools  of  Education  of  the  University  of 
Chicago,  Harvard  University,  and  Yale  University,  the 
last  two  having  been  organized  but  recently. 

The  School  of  Engineering 

The  school  of  applied  science  or  engineering  offers  to 
graduates  of  secondary  schools  a four-year  course  leading 
to  the  degree  of  B.S.  in  civil,  mechanical,  mining,  metal- 
lurgical, electrical,  hydraulic,  architectural,  chemical 
or  sanitary  engineering.  Though  most  universities 


Opportunities  for  Higher  Education  in  the  United  States  41 


require  only  a high  school  certificate,  some  universities 
require  graduation  from  a scientific  school  in  good  stand- 
ing for  admission.  Columbia  University  has  adopted  a 
combined  six-year  course  of  college  and  professional 
work.  In  certain  institutions,  separate  schools  are 
maintained  for  mining,  mechanical,  electrical,  and  other 
forms  of  engineering  and  sometimes  a five  or  six-year 
course  is  offered.  In  these  cases  the  degree  conferred 
is  usually  E.E.,  M.E.,  C.E.,  or  A.E. 

The  work  in  these  schools,  being  mainly  professional, 
tends  to  be  more  prescribed  than  elective.  It  is  more 
practical  or  concrete  than  purely  academic  work;  a 
great  part  being  carried  on  in  laboratories  and  machine 
shops  belonging  to  the  universities,  and  with  supple- 
mentary work  in  the  factories  or  industrial  organizations 
of  the  city.  The  so-called  cooperative  course  in  engineer- 
ing by  which  a student  attends  classes  for  two  weeks 
and  works  in  a shop  for  an  equivalent  period  of  time 
alternately,  was  first  instituted  in  the  University  of 
Cincinnati.  Many  other  schools,  such  as  the  Georgia 
School  of  Technology,  have  since  followed  the  lead.  Such 
a course  usually  covers  five  years. 

In  recent  years  several  universities  have  begun  to 
offer  graduate  work  in  engineering  science,  leading  to 
the  degrees  of  M.S.,  Ph.D.,  and  Sc.D.  The  conditions 
are  practically  the  same  as  those  prevailing  in  the  graduate 
school  of  arts  and  sciences. 

Engineering  Schools 

The  following  list  is  a complete  one  of  the  colleges  and 
schools  of  engineering  and  is  taken  from  the  Educational 
Directory,  1919-20,  issued  by  the  Department  of  the 
Interior,  Bureau  of  Education,  Washington,  D.C.: 


Alabama  Polytechnic  Institute 
University  of  Alabama 


ALABAMA 


Auburn 

University 


42 


The  Institute  of  International  Education 


ARIZONA 


University  of  Arizona 

T ucson 

ARKANSAS 

University  of  Arkansas 

Fayetteville 

CALIFORNIA 

University  of  California 

University  of  Southern  California 

Throop  College  of  Technology 

University  of  Santa  Clara 

Leland  Stanford  Junior  University 

Berkeley 

Los  Angeles 
Pasadena 

Santa  Clara 
Stanford  University 

COLORADO 

University  of  Colorado 

Colorado  College 

Colorado  Agricultural  College 

State  School  of  Mines 

Boulder 

Colorado  Springs 
Fort  Collins 

Golden 

CONNECTICUT 

Sheffield  Scientific  School  (Yale  University) 

New  Haven 

DELAWARE 

Delaware  College 

Newark 

DISTRICT  OF  COLUMBIA 

Catholic  University  of  America 

George  Washington  University 

Howard  University 

Washington 

Washington 

Washington 

FLORIDA 

University  of  Florida 

Gainesville 

GEORGIA 

University  of  Georgia 

Georgia  School  of  Technology 

Athens 

Atlanta 

IDAHO 

University  of  Idaho 

Moscow 

ILLINOIS 

Armour  Institute  of  Technology 

Lewis  Institute 

Northwestern  University 

University  of  Illinois 

Chicago 

Chicago 

Evanston 

Urbana 

Opportunities  for  Higher  Education  in  the  United  States  43 


INDIANA 

Purdue  University 

University  of  Notre  Dame 

Rose  Polytechnic  Institute 

Valparaiso  University 

La  Fayette 
Notre  Dame 
Terre  Haute 
Valparaiso 

IOWA 

Iowa  State  College  of  Agriculture  and  Mechanic 
Arts 

Iowa  City 

KANSAS 

University  of  Kansas 

Kansas  State  Agricultural  College 

Lawrence 

Manhattan 

KENTUCKY 

University  of  Kentucky 

Lexington 

LOUISIANA 

Louisiana  State  University  and  Agricultural  and 
Mechanical  College 

Tulane  University  of  Louisiana 

Baton  Rouge 
New  Orleans 

MAINE 

University  of  Maine 

Orono 

MARYLAND 

Johns  Hopkins  University 

Maryland  State  College  of  Agriculture 

Baltimore 
College  Park 

MASSACHUSETTS 

Harvard  University 

Massachusetts  Institute  of  Technology 

Lowell  Textile  School 

Tufts  College 

Worcester  Polytechnic  Institute 

Cambridge 

Cambridge 

Lowell 

Tufts  College 
Worcester 

MICHIGAN 

University  of  Michigan 

University  of  Detroit 

Michigan  Agricultural  College 

Michigan  College  of  Mines 

Ann  Arbor 
Detroit 

East  Lansing 
Houghton 

MINNESOTA 

University  of  Minnesota 

Minneapolis 

44 


The  Institute  of  International  Education 


MISSISSIPPI 


Mississippi  Agricultural  and  Mechanical  College 

Agricultural  College 

University  of  Mississippi 

U niversity 

MISSOURI 

University  of  Missouri 

Columbia 

Washington  University 

St.  Louis 

MONTANA 

Montana  College  of  Agriculture  and  Mechanical 

Arts 

Bozeman 

Montana  State  School  of  Mines 

Butte 

NEBRASKA 

University  of  Nebraska 

Lincoln 

NEVADA 

University  of  Nevada 

Reno 

NEW  HAMPSHIRE 

New  Hampshire  College  of  Agriculture  and 

Mechanics  Arts 

Durham 

Dartmouth  College 

Hanover 

NEW  JERSEY 

Stevens  Institute  of  Technology 

Hoboken 

Rutgers  College 

New  Brunswick 

Princeton  University 

Princeton 

NEW  MEXICO 

New  Mexico  School  of  Mines 

Socorro 

University  of  New  Mexico 

Albuquerque 

New  Mexico  College  of  Agriculture  and  Mechanic 

Arts 

State  College 

NEW  YORK 

Polytechnic  Institute  of  Brooklyn 

Brooklyn 

Cornell  University 

Ithaca 

College  of  the  City  of  New  York 

New  York  City 

Columbia  University 

New  York  City 

Manhattan  College 

New  York  City 

New  York  University 

New  York  City 

Clarkson  College  of  Technology 

Potsdam 

University  of  Rochester 

Rochester 

Union  College 

Schenectady 

Syracuse  University 

Syracuse 

Rensselaer  Polytechnic  Institute 

Troy 

Opportunities  for  Higher  Education  in  the  United  States  45 


NORTH  CAROLINA 

University  of  North  Carolina 
North  Carolina  State  College  of  Agriculture  and 
Engineering 


NORTH  DAKOTA 

North  Dakota  Agricultural  College 
University  of  North  Dakota 


OHIO 

Ohio  Northern  University 
Municipal  University  of  Akron 
University  of  Cincinnati 
Case  School  of  Applied  Science 
Ohio  State  University 
St.  Mary  College 


OKLAHOMA 

University  of  Oklahoma 

Oklahoma  Agricultural  and  Mechanical  College 

OREGON 

Oregon  State  Agricultural  College 

PENNSYLVANIA 

Pennsylvania  Military  College 
Lafayette  College 
Pennsylvania  College 
Bucknell  University 
Drexel  Institute 
University  of  Pennsylvania 
Carnegie  Institute  of  Technology 
University  of  Pittsburgh 
Lehigh  University 
Pennsylvania  State  College 
Swarthmore  College 
Villanova  College 

RHODE  ISLAND 

Rhode  Island  State  College 
Brown  University 


SOUTH  CAROLINA 

The  Citadel,  The  Military  College  of  South 
Carolina 

Clemson  Agricultural  College 
University  of  South  Carolina 


Chapel  Hill 
West  Raleigh 


Agricultural  College 
University 


Ada 

Akron 

Cincinnati 

Cleveland 

Columbus 

Dayton 


Norman 

Stillwater 


Corvallis 


Chester 

Easton 

Gettysburg 

Lewisburg 

Philadelphia 

Philadelphia 

Pittsburgh 

Pittsburgh 

South  Bethlehem 

State  College 

Swarthmore 

Villanova 

State  College 
Providence 


Charleston 
Clemson  College 
Columbia 


46 


The  Institute  of  International  Education 


SOUTH  DAKOTA 

South  Dakota  State  College  of  Agriculture  and 
Mechanic  Arts 

South  Dakota  State  School  of  Mines 

University  of  South  Dakota 

Brookings 
Rapid  City 
Vermilion 

TENNESSEE 

University  of  Tennessee 

Vanderbilt  University 

Knoxville 

Nashville 

TEXAS 

University  of  Texas 

Agricultural  and  Mechanical  College  of  Texas 

Rice  Institute 

Austin 

College  Station 
Houston 

UTAH 

University  of  Utah 

Salt  Lake  City 

VERMONT 

University  of  Vermont  and  State  Agricultural 
College 

Norwich  University 

Burlington 

Northfield 

VIRGINIA 

Virginia  Agricultural  and  Mechanical  College 
and  Polytechnic  Institute 

University  of  Virginia 

Virginia  Military  Institute 

Washington  and  Lee  University 

Blacksburg 

Charlottesville 

Lexington 

Lexington 

WASHINGTON 

State  College  of  Washington 

University  of  Washington 

Pullman 

Seattle 

WEST  VIRGINIA 

West  Virginia  University 

Morgantown 

WISCONSIN 

University  of  Wisconsin 

Marquette  University 

Madison 

Milwaukee 

WYOMING 

University  of  Wyoming 

Laramie 

Opportunities  for  Higher  Education  in  the  United  States  47 


Schools  of  Forestry 

American  schools  that  offer  courses  in  forestry  leading 
to  a degree  may  be  divided  into  those  that  offer  a four-year 
undergraduate  course  leading  to  the  degree  of  bachelor 
of  science  in  forestry,  and  those  that  offer  the  degree  of 
master  of  forestry  for  two  or  three  years  of  technical 
training  based  upon  three  or  four  years  of  undergraduate 
collegiate  work  leading  to  the  degree  of  bachelor  of  science, 
bachelor  of  arts,  or  bachelor  of  philosophy. 

Men  from  foreign  countries  that  come  to  America  to 
study  forestry,  if  they  desire  to  enter  an  undergraduate 
school  should  come  here  after  the  completion  of  their 
high  school  course  or  its  equivalent.  In  this  case  a 
considerable  proportion  of  the  work  required  is  in  pre- 
forestry subjects  which  include  mathematics,  language, 
science  (botany,  zoology,  geology,  chemistry,  physics), 
mechanical  drawing  and  economics  as  well  as  other  general 
cultural  subjects.  As  a rule  less  than  one-half  the  work 
is  in  technical  forestry.  On  the  other  hand  men  who 
come  here  to  study  forestry  after  the  completion  of 
three  or  four  years  of  collegiate  work  or  its  equivalent 
in  -their  own  country  can  immediately  take  up  their 
technical  training  to  the  exclusion  of  other  subjects 
provided  they  have  completed  in  their  undergraduate 
work  the  pre-forestry  subjects  mentioned  above.  They 
can  become  candidates  for  the  degree  of  Master  of  For- 
estry given  after  two  years  of  technical  studies  provided 
they  have  previously  completed  the  essential  pre-forestry 
subjects  and  have  had  a minimum  of  three  years  of 
undergraduate  collegiate  training.  Men  who  come  with 
a baccalaureate  degree  but  without  the  essential  pre- 
forestry training  should  expect  to  remain  for  three  years 
in  order  to  complete  the  prescribed  work  for  the  Master’s 
degree. 


48 


The  Institute  of  International  Education 


As  a specific  illustration,  if  a man  should  come  here 
for  training  in  forestry  he  can  enter  any  of  the  better 
grade  of  American  schools  as  a candidate  for  the  Master’s 
degree  in  a minimum  of  two  or  three  years  if  he  already 
holds  a baccalaureate  degree  from  a recognized  institution 
in  his  own  country.  The  degree  is  attainable  in  two  years 
if  he  has  covered  all  the  essential  pre-forestry  subjects  in 
his  undergraduate  course  and  in  three  years  or  possibly 
a little  less  if  he  has  not.  If  he  comes  here  without 
collegiate  training  he  should  not  expect  to  receive  the 
degree  of  Master  of  Forestry  under  a minimum  of  five 
years  of  collegiate  work.  If  he  comes  without  a bacca- 
laureate degree  from  a recognized  college  but  with  one  or 
two  years  of  collegiate  work  the  time  required  will  be  pro- 
portionately shortened. 

The  School  of  Journalism 

Only  a few  universities  include  in  their  organization 
schools  of  journalism,  most  of  which  are  also  recent 
additions.  The  course  ordinarily  covers  four  years  and 
is  open  to  graduates  of  secondary  schools.  The  degree 
conferred  is  B.Litt  or  B.J.  The  first  two  years  are  mainly 
devoted  to  social  sciences  and  English,  planned  to  famil- 
iarize the  student  with  present  social  and  economic 
conditions  and  to  help  him  in  the  use  of  self-expression; 
and  the  last  two  years  to  such  courses  as  reporting,  inter- 
viewing, editorial  writing,  feature  writing,  and  inter- 
national relations.  Columbia  maintains  one  of  the  best 
equipped,  and  the  University  of  Missouri,  one  of  the  oldest 
schools  of  journalism  in  the  country. 

Schools  of  Journalism 

Columbia  University,  New  York  City 

Joseph  Medill  School,  Northwestern  University,  Evanston  and 
Chicago,  Illinois 

New  York  University,  New  York  City 


Opportunities  for  Higher  Education  in  the  United  States  49 


Ohio  State  University,  Columbus,  Ohio 
University  of  Indiana,  Bloomington,  Indiana 
University  of  Kansas,  Lawrence,  Kansas 
University  of  Montana,  Bozeman,  Montana 
University  of  Missouri,  Columbia,  Missouri 
University  of  Oregon,  Eugene,  Oregon 
University  of  Texas,  Austin,  Texas 
University  of  Washington,  Seattle,  Washington 
University  of  Wisconsin,  Madison,  Wisconsin 

The  School  of  Law 

The  standards  of  legal  education  vary  considerably 
in  the  numerous  law  schools  of  the  country  in  respect 
to  the  admission  requirements  and  length  of  course. 
Most  law  schools  require  a high  school  education,  a few 
even  less  for  admission;  others  require  from  one  to  three 
years  of  college  study.  In  some,  full-time  courses  are 
offered  during  the  day,  others  offer  part-time  courses, 
and  still  others  give  courses  at  such  times  that  they  can 
be  attended  by  students  regularly  employed  in  other 
occupations.  The  highest  requirements  for  admission 
to  a law  school  are  the  completion  of  a college  course, 
but  here  arrangements  are  made  so  that  a student  may 
complete  both  the  college  course  and  the  law  course  in 
six  years  and  obtain  the  A.B.  and  LL.B.  degrees.  In 
the  best  law  schools  there  are  offered  courses  in  Roman 
law,  European  civil  law,  jurisprudence,  international 
law,  and  public  law  courses  in  general.  The  foreign  student 
will  be  especially  interested,  in  addition  to  the  usual 
courses,  in  the  method  of  instruction  peculiar  to  American 
law  schools  known  as  the  “Case  Method.”  Opportunities 
are  offered  in  a few  schools  for  advanced  study  in  law 
leading  to  the  LL.M.  and  the  Jur.D. 

There  are  in  all  one  hundred  and  forty-two  schools 
of  law  of  different  grades,  some  independent  institutions, 
some  attached  to  colleges  and  universities.  The  list 
appended  gives  those  institutions  only  which  are  members 


50 


The  Institute  of  International  Education 


of  the  Association  of  American  Law  Schools.  To  be 
admitted  to  this  Association  a law  school  must  admit 
only  students  who  have  completed  a four-year  high  school 
course,  must  keep  satisfactory  student  records,  must 
have  a good  library,  and  at  least  three  instructors  giving 
substantially  all  their  time  to  teaching,  and  must  offer 
a three-years’  course  leading  to  a degree  granted  on  the 
basis  of  examinations: 


Schools  of  Law 


Members  of  the  Association  of  American  Law  Schools 

CALIFORNIA 


University  of  California,  School  of  Jurisprudence 
University  of  Southern  California,  College  of  Law 
Hastings  College  of  Law 

Leland  Stanford  Junior  University,  The  Law  School 


Berkeley 
Los  Angeles 
San  Francisco 
Stanford  University 


COLORADO 

University  of  Colorado,  School  of  Law  Boulder 

University  of  Denver,  School  of  Law  Denver 


CONNECTICUT 

Yale  University,  School  of  Law 


New  Haven 


DISTRICT  OF  COLUMBIA 
George  Washington  University,  Law  School 


Washington 


FLORIDA 

University  of  Florida,  College  of  Law 

GEORGIA 

Emory  University,  The  Lamar  School  of  Law 

IDAHO 

University  of  Idaho,  College  of  Law 


Gainesville 


Atlanta 


Moscow 


ILLINOIS 

Northwestern  University,  School  of  Law 
University  of  Chicago,  The  Law  School 
University  of  Illinois,  College  of  Law 


Chicago 

Chicago 

Urbana 


Opportunities  for  Higher  Education  in  the  United  States  51 


INDIANA 

Indiana  University,  School  of  Law 

IOWA 

Drake  University,  The  College  of  Law 
State  University  of  Iowa,  College  of  Law 

KANSAS 

University  of  Kansas,  School  of  Law 
Washburn  College,  School  of  Law 

KENTUCKY  1 

University  of  Kentucky,  College  of  Law 

LOUISIANA 

The  Tulane  University  of  Louisiana,  College  of  Law 

MASSACHUSETTS 

Boston  University,  The  School  of  Law 
Harvard  University,  Law  School 

MICHIGAN 

University  of  Michigan,  Law  School 

MINNESOTA 

University  of  Minnesota,  The  Law  School 

MISSOURI 

University  of  Missouri,  School  of  Law 
Washington  University,  The  School  of  Law 

MONTANA 

University  of  Montana,  The  School  of  Law 

NEBRASKA 

The  University  of  Nebraska,  The  College  of  Law 
Creighton  University,  College  of  Law 

NEW  YORK 

Cornell  University,  College  of  Law 
Columbia  University,  School  of  Law 
Syracuse  University,  College  of  Law 

NORTH  CAROLINA 

University  of  North  Carolina,  The  School  of  Law 


Bloomington 

Des  Moines 
Iowa  City 

Lawrence 

Topeka 

Lexington 

New  Orleans 


Boston 

Cambridge 

Ann  Arbor 


Minneapolis 

Columbia 
St.  Louis 

Missoula 

Lincoln 

Omaha 

Ithaca 
New  York 
Syracuse 

Chapel  Hill 


52 


The  Institute  of  International  Education 


NORTH  DAKOTA 

The  University  of  North  Dakota,  School  of  Law 

OHIO 

University  of  Cincinnati,  College  of  Law 
Western  Reserve  University,  Franklin  Thomas 
Backus  Law  School 

The  Ohio  State  University,  College  of  Law 

OKLAHOMA 

The  University  of  Oklahoma,  The  School  of  Law 

OREGON 

University  of  Oregon,  The  Law  School 

PENNSYLVANIA 

Dickinson  College,  The  Dickinson  School  of  Law 
University  of  Pennsylvania,  The  Law  School 
University  of  Pittsburgh,  School  of  Law 

SOUTH  DAKOTA 

University  of  South  Dakota,  College  of  Law 

TENNESSEE 

University  of  Tennessee,  College  of  Law 
Vanderbilt  University,  The  Law  School 

TEXAS 

The  University  of  Texas,  School  of  Law 

VIRGINIA 

University  of  Virginia,  Department  of  Law 
Washington  and  Lee  University,  School  of  Law 

WASHINGTON 

University  of  Washington,  School  of  Law 

WEST  VIRGINIA 

West  Virginia  University,  The  College  of  Law 

WISCONSIN 

The  University  of  Wisconsin,  Law  School 
Marquette  University,  College  of  Law 


Grand  Forks 

Cincinnati 

Cleveland 

Columbus 

Norman 


Eugene 


Carlisle 

Philadelphia 

Pittsburgh 


Vermilion 


Knoxville 

Nashville 


Austin 


Charlottesville 

Lexington 


Seattle 


Morgantown 


Madison 

Milwaukee 


Opportunities  for  Higher  Education  in  the  United  States  53 


The  School  of  Medicine 

The  best  schools  of  medicine  require  for  admission 
two  years  of  college  work  after  the  completion  of  a four- 
year  high  or  secondary  school  course  and  offer  a four- 
year  course  leading  to  the  degree  of  M.D.  Not  only 
the  school  authorities  but  the  state  must  be  satisfied 
that  the  pre-medical  education  of  the  applicant  is  up  to 
standard.  Upon  graduation  a physician  can  not  ordinarily 
practice  in  a state  without  passing  an  examination  before 
the  licensing  board. 

The  American  medical  college  is  usually  well  equipped 
with  laboratories  and  has  hospital  facilities  for  first  hand 
observation  and  practice.  Along  no  other  professional 
line  of  American  education  has  more  rapid  and  note- 
worthy progress  been  made  in  recent  years  than  along 
medical  lines.  A list  of  the  American  medical  colleges 
recognized  by  the  American  Medical  Association  is 
appended. 

Upon  the  recommendation  of  the  American  Medical 
Association  a number  of  the  more  progressive  medical 
schools  have  in  late  years  added  a fifth  year  to  the  medical 
course  in  which  the  student  serves  as  an  intern  in  a 
hospital.  Advanced  study  and  research  in  medicine 
is  possible  in  only  a few  colleges  in  this  country.  Post- 
graduate work  in  medicine,  leading  to  the  degree  of 
Doctor  of  Public  Health,  is  offered  by  California,  Detroit 
College  of  Medicine  and  Surgery,  Harvard,  Johns  Hopkins, 
Michigan,  Pennsylvania,  Wisconsin,  Yale,  and  the  Uni- 
versity of  New  York. 

A number  of  universities  offer  a combination  of  cultural 
and  medical  courses  covering  six  or  seven  years  and  leading 
to  the  two  degrees  of  B.A.  (or  B.S.)  and  M.D.* 


* See  Table  of  Degrees,  p.  93. 


54 


The  Institute  of  International  Education 


Classified  Medical  Schools 
The  following  is  a list  of  medical  colleges  as  classified 
by  the  American  Medical  Association.  It  is  reprinted 
from  the  Journal  of  the  American  Medical  Association, 
August  7,  1920,  with  modifications  suggested  by  Dr. 
N.  P.  Colwell,  Secretary,  American  Medical  Association. 

Medical  Colleges 

CALIFORNIA 


Leland  Stanford  Junior  University,  School 
of  Medicine 

University  of  California 

San  Francisco 

San  Francisco 

COLORADO 

University  of  Colorado,  School  of  Medicine 

Boulder-Denver 

CONNECTICUT 

Yale  University,  School  of  Medicine 

New  Haven 

DISTRICT  OF  COLUMBIA 

Georgetown  University,  School  of  Medicine  Washington 


George  Washington  University,  Medical 
School 

Howard  University,  School  of  Medicine 

Washington 

Washington 

GEORGIA 

Emory  University,  School  of  Medicine 
University  of  Georgia,  Medical  Department 

Atlanta 

Augusta 

ILLINOIS 

Loyola  University,  School  of  Medicine 
Northwestern  University,  Medical  School 
Rush  Medical  College  (University  of 

Chicago 

Chicago 

Chicago) 

University  of  Illinois,  College  of  Medicine 

Chicago 

Chicago 

INDIANA 

Indiana  University,  School  of  Medicine 

Bloomington- Indianapolis 

IOWA 

State  University  of  Iowa,  College  of  Medicine 

Iowa  City 

Opportunities  for  Higher  Education  in  the  United  States  55 


KANSAS 

University  of  Kansas,  School  of  Medicine 

KENTUCKY 

University  of  Louisville,  Medical  Department 

LOUISIANA 

Tulane  University  of  Louisiana,  School  of 
Medicine 


MARYLAND 

Johns  Hopkins  University,  Medical  Depart- 
ment 

University  of  Maryland,  School  of  Medicine 
and  the  College  of  Physicians  and 
Surgeons 


MASSACHUSETTS 

Boston  Lbiiversity,  School  of  Medicine 
Medical  School  of  Harvard  University 
Tufts  College,  Medical  School 


MICHIGAN 

Detroit  College  of  Medicine  and  Surgery 
University  of  Michigan,  Medical  School 
University  of  Michigan,  Homeopathic  Med- 
ical School 

MINNESOTA 

University  of  Minnesota,  Medical  School 


University  of  Mississippi 


MISSISSIPPI 


MISSOURI 

St.  Louis  University,  School  of  Medicine 
University  of  Missouri,  School  of  Medicine 
Washington  University,  Medical  School 

NEBRASKA 

John  A.  Creighton  Medical  College 
University  of  Nebraska,  College  of  Medicine 

NEW  HAMPSHIRE 


Lawrence-  Rosedale 

Louisville 


New  Orleans 


Baltimore 

Baltimore 


Boston 

Boston 

Boston 

Detroit 
Ann  Arbor 

Ann  Arbor 

Minneapolis 

Oxford 

St.  Louis 
Columbia 
St.  Louis 

Omaha 

Omaha 


Dartmouth  Medical  School 


Hanover 


56 


The  Institute  of  International  Education 


NEW  YORK 

Albany  Medical  College 
Columbia  University,  College  of  Physicians 
and  Surgeons 

Cornell  University,  Medical  College 
Fordham  University,  School  of  Medicine 
Long  Island  College  Hospital 
Syracuse  University,  College  of  Medicine 
University  and  Bellevue  Hospital,  Medical 
College 

University  of  Buffalo,  Department  of  Med- 
icine 


NORTH  CAROLINA 

University  of  North  Carolina,  School  of 
Medicine 

Wake  Forest  College,  School  of  Medicine 

NORTH  DAKOTA 

University  of  North  Dakota,  School  of 
Medicine 


OHIO 

Ohio  State  University,  College  of  Medicine 
University  of  Cincinnati,  College  of  Medicine 
Western  Reserve  University,  School  of 
Medicine 


OKLAHOMA 

University  of  Oklahoma,  School  of  Medicine 

OREGON 

University  of  Oregon,  Medical  School 

PENNSYLVANIA 

Hahnemann  Medical  College  and  Hospital 
Jefferson  Medical  College  of  Philadelphia 
University  of  Pennsylvania,  School  of 
Medicine 

University  of  Pittsburgh,  School  of  Medicine 
Woman’s  Medical  College  of  Pennsylvania 

SOUTH  CAROLINA 


Albany 

New  York  City 
New  York  City 
New  York  City 
Brooklyn 
Syracuse 

New  York  City 

Buffalo 


Chapel  Hill 
Wake  Forest 


University 


Columbus 

Cincinnati 

Cleveland 


Oklahoma  City 


Portland 


Philadelphia 

Philadelphia 

Philadelphia 

Pittsburgh 

Philadelphia 


Medical  College  of  the  State  of  South  Carolina  Charleston 


Opportunities  for  Higher  Education  in  the  United  States  57 


SOUTH  DAKOTA 

University  of  South  Dakota,  College  of  Med- 
icine Vermilion 

TENNESSEE 

University  of  Tennessee,  College  of  Medicine  Memphis 
Vanderbilt  University,  Medical  Department  Nashville 


TEXAS 

Baylor  University,  College  of  Medicine  Dallas 

University  of  Texas,  Department  of  Medicine  Galveston 


UTAH 

University  of  Utah,  School  of  Medicine  Salt  Lake  City 


VERMONT 

University  of  Vermont,  College  of  Medicine  Burlington 

VIRGINIA 

Medical  College  of  Virginia  Richmond 

University  of  Virginia,  Department  of 

Medicine  Charlottesville 

WEST  VIRGINIA 

West  Virginia  University,  School  of  Medicine  Morgantown 

WISCONSIN 

Marquette  University  of  Medicine  Milwaukee 

University  of  Wisconsin,  Medical  School  Madison 

The  School  of  Pharmacy 

The  school  of  pharmacy  usually  requires  graduation 
from  a high  school  for  admission  and  sometimes  two 
years  of  college  work.  At  the  end  of  a two-years’  course 
in  pharmacy  the  degree  of  Ph.G.  is  conferred.  At  the 
end  of  a three-year  course  Ph.C.  is  conferred,  and  at  the 
end  of  a four- year  course  the  degree  conferred  is  B.S. 
in  Phar. 

In  the  graduate  schools  of  some  universities  oppor- 
tunities for  further  specialization  in  some  branches  of 


58 


The  Institute  of  International  Education 


pharmacy  are  not  lacking;  the  degree  of  Phm.D.  is 
conferred  after  a course  of  six  years. 

If  the  student  has  only  two  years  of  high  school  work 
prior  to  his  entering  the  school  of  pharmacy,  the  Ph.G. 
degree  is  the  only  degree  for  which  he  is  eligible.  For 
all  other  degrees  high  school  graduation  is  required. 

Schools  of  Pharmacy 


CALIFORNIA 

California  College  of  Pharmacy 

ILLINOIS 

School  of  Pharmacy,  University  of  Illinois 

INDIANA 

School  of  Pharmacy,  Purdue  University 

IOWA 

College  of  Pharmacy,  State  University  of  Iowa 

KANSAS 

School  of  Pharmacy,  University  of  Kansas 

MARYLAND 

Department  of  Pharmacy,  University  of  Maryland 

MASSACHUSETTS 

Massachusetts  College  of  Pharmacy 

MINNESOTA 

College  of  Pharmacy,  University  of  Minnesota 

MICHIGAN 

College  of  Pharmacy,  University  of  Michigan 

MISSISSIPPI 

School  of  Pharmacy,  University  of  Mississippi 

MISSOURI 

St.  Louis  College  of  Pharmacy 

MONTANA 

School  of  Pharmacy,  University  of  Montana 


San  Francisco 

Chicago 
La  Fayette 
Iowa  City 

Lawrence 

Baltimore 

Boston 

Minneapolis 

Ann  Arbor 

University  P.  0. 
St.  Louis 

Missoula 


Opportunities  for  Higher  Education  in  the  United  States  59 


NEBRASKA 


College  of  Pharmacy,  Creighton  University 

College  of  Pharmacy,  University  of  Nebraska 

Omaha 

Lincoln 

NEW  YORK 

Albany  College  of  Pharmacy,  Union  University 

Buffalo  College  of  Pharmacy,  University  of  Buffalo 
College  of  Pharmacy  of  City  of  New  York 

College  of  Pharmacy,  Fordham  University 

Albany 

Buffalo 

New  York 
New  York 

NORTH  DAKOTA 

School  of  Pharmacy,  North  Dakota  Agricultural  College 

Fargo 

OHIO 

College  of  Pharmacy,  Ohio  Northern  University 

College  of  Pharmacy,  Ohio  State  University 

School  of  Pharmacy,  Western  Reserve  University 

Ada 

Columbus 

Cleveland 

OKLAHOMA 

School  of  Pharmacy,  State  University  of  Oklahoma 

Norman 

OREGON 

School  of  Pharmacy,  Oregon  Agricultural  College 

School  of  Pharmacy,  North  Pacific  College 

Corvallis 

Portland 

PENNSYLVANIA 

Philadelphia  College  of  Pharmacy 

Pittsburgh  College  of  Pharmacy 

Philadelphia 

Pittsburgh 

SOUTH  DAKOTA 

South  Dakota  School  of  Pharmacy,  South  Dakota 
State  College  of  Agriculture  and  Mechanic  Arts 

Brookings 

TENNESSEE 

School  of  Pharmacy,  University  of  Tennessee 

School  of  Pharmacy,  Vanderbilt  University 

Memphis 

Nashville 

TEXAS 

School  of  Pharmacy,  Baylor  University 

School  of  Pharmacy,  University  of  Texas 

Dallas 

Galveston 

VIRGINIA 

School  of  Pharmacy,  Medical  College  of  Virginia 

Richmond 

6o 


The  Institute  of  International  Education 


WASHINGTON 

College  of  Pharmacy,  University  of  Washington 
School  of  Pharmacy,  State  College  of  Washington 

WISCONSIN 

Course  in  Pharmacy,  University  of  Wisconsin 


Seattle 

Pullman 


Madison 


The  School  of  Theology 

Instruction  in  theology  or  divinity  was  given  in  certain 
American  colleges  in  the  seventeenth  and  eighteenth 
centuries,  the  oldest  chair  endowed  for  the  purpose  being 
the  Hollis  professorship  of  divinity,  established  in  Harvard 
College  in  1721.  Early  in  the  nineteenth  century  theo- 
logical seminaries  were  established  with  two  or  more 
professors  each,  and  some  of  these  “seminaries”  have 
developed  into  theological  universities  in  all  but  name. 

There  are  now  nearly  two  hundred  institutions  in 
the  United  States  which  give  instruction  in  theology, 
and  in  some  cases  the  number  of  teachers  is  as  high  as 
thirty-five.  Some  few  institutions  are  the  theological 
faculties  of  universities;  more  are  independent,  located 
in  the  immediate  neighborhood  of  a university,  or  in 
quiet  country  towns. 

The  better  schools  of  theology  require  for  entrance, 
graduation  from  a college  of  recognized  standing  (A.B., 
S.B.,  Ph.B.,  B.Litt.,  or  the  equivalent).  In  the  case  of 
foreign  students  they  usually  accept  for  entrance,  gradua- 
tion from  a lycee  or  a gymnasium.  Oriental  students 
are  sometimes  allowed  to  offer  the  knowledge  of  their 
own  language  and  literature  in  place  of  ancient  or  modern 
Western  languages  other  than  English. 

The  theological  schools  of  America  usually  require 
their  students  to  pass  written  examinations  at  the  close 
of  each  term  or  semester.  At  the  end  of  three  or  four 
years’  study  those  who  have  complied  with  all  the  con- 
ditions, which  vary  from  institution  to  institution,  usually 


Opportunities  for  Higher  Education  in  the  United  States  61 


receive  the  degree  of  B.D.  or  S.T.B.  For  postgraduate 
work  some  seminaries  offer  the  S.T.M.,  the  D.D.,  and 
now  and  then  the  Ph.D. 

Certain  schools  of  theology  are  under  denominational 
control.  This  is  the  case  in  all  Roman  Catholic  institu- 
tions, for  instance,  the  Catholic  University  of  America 
at  Washington;  it  is  also  the  case  in  most  Presbyterian 
institutions  (such  as  Princeton  Theological  Seminary), 
Methodist  institutions  (such  as  Drew  Theological  Sem- 
inary), and  Lutheran  institutions  (such  as  the  Lutheran 
Seminary  at  Mount  Airy  in  Philadelphia).  Some  schools, 
though  not  under  formal  denominational  control,  are 
bound  by  creeds  to  teach  certain  theological  positions, 
such  as  the  Hartford  Theological  Seminary  and  the 
Andover  Theological  Seminary,  affiliated  with  Harvard 
University.  Some  seminaries  form  integral  parts  of 
\ universities : this  is  the  case  with  the  Yale  Divinity 
School,  the  Harvard  Divinity  School,  and  the  Divinity 
School  of  the  University  of  Chicago.  Certain  seminaries 
are  independent  foundations  which  do  not  require  their 
professors  to  subscribe  to  any  creed;  such  is  the  Union 
Theological  Seminary  in  the  City  of  New  York  which 
adjoins  Columbia  University;  its  teachers  are  drawn 
from  six  denominations  and  its  students  from  more  than 
twenty. 

The  tendency  in  the  larger  institutions  with  their 
numerous  professors  is  to  let  the  elective  system,  with 
group  restrictions,  prevail;  and  to  offer  instruction  more 
specialized  than  can  ordinarily  be  found  in  Europe. 
Particular  emphasis  is  also  laid  on  practical  theology, 
religious  education,  and  the  preparation  of  university 
men  for  home  and  foreign  missions. 

For  general  information  regarding  American  theological 
education  see  W.  A.  Brown’s  article  “Theological  Educa- 
tion,” in  Paul  Monroe’s  Cyclopedia  of  Education,  vol. 


62 


The  Institute  of  International  Education 


v,  New  York  1913,  pp.  594  ff. ; for  facts  about  individual 
seminaries  see  The  New  S chaff -Herzog  Encyclopedia  of 
Religious  Knowledge , vol.  xi:  (191 1) , 343-395.  Each 
seminary  will  usually  mail  its  catalogue  containing 
information  as  to  courses,  requirements,  expenses,  and 
scholarships,  free  on  application  to  its  Secretary. 

Some  institutions  offer  fellowships  to  foreign  students: 
thus  Meadville  Theological  Seminary  (Meadville,  Penn- 
sylvania) offers  a scholarship  to  a member  of  the  society 
of  Brahma-Samaj,  and  Union  Theological  Seminary 
(New  York)  offers  fellowships  to  Protestant  men  who 
have  completed  their  theological  studies  in  Scotland, 
England,  France,  Belgium,  or  Switzerland.  Its  missionary 
scholarships  and  fellowships  are  open  to  natives  of  mis- 
sionary lands  as  well  as  to  European  or  American  mission- 
aries. 

Some  American  seminaries,  such  as  Union,  admit 
women  students. 

Theological  Seminaries 


CONNECTICUT 


Hartford  Seminary  Foundation 
Divinity  School  of  Yale  University 


Hartford 
New  Haven 


DISTRICT  OF  COLUMBIA 


Catholic  University  of  America,  School  of  Sacred 


Sciences 


Washington 


ILLINOIS 


McCormick  Theological  Seminary 

University  of  Chicago  Divinity  School 

Garrett  Biblical  Institute,  Northwestern  University 


Chicago 

Chicago 

Evanston 


KENTUCKY 

Southern  Baptist  Theological  Seminary 

MASSACHUSETTS 


Louisville 


Boston  University  School  of  Theology 
Andover  Theological  Seminary 


Boston 

Cambridge 


Opportunities  for  Higher  Education  in  the  United  States  63 


Episcopal  Theological  School  (Broad  Church) 
Harvard  University  Divinity  School 

MISSOURI 

Concordia  Theological  Seminary 

NEW  JERSEY 

Bloomfield  Theological  Seminary 
Drew  Theological  Seminary 

Theological  Seminary  of  the  Reformed  Church  in 
America 

Princeton  Theological  Seminary  of  the  Presbyterian 
Church 


NEW  YORK 

General  Theological  Seminary  of  the  Protestant 
Episcopal  Church 

Jewish  Theological  Seminary  of  America 
Union  Theological  Seminary 
Rochester  Theological  Seminary 

PENNSYLVANIA 

Lutheran  Theological  Seminary 

Theological  Seminary  of  the  Reformed  Church  in  the 
United  States 


TENNESSEE 

Vanderbilt  University  School  of  Religion 


Cambridge 

Cambridge 

St.  Louis 


Bloomfield 

Madison 

New  Brunswick 

Princeton 


New  York 
New  York 
New  York 
Rochester 


Philadelphia 

Lancaster 


Nashville 


64 


The  Institute  of  International  Education 


Chapter  V 

SUMMER  SCHOOLS  AND  EXTENSION  WORK 
The  Summer  School 

One  of  the  interesting  features  of  many  prominent 
universities  is  their  summer  school  work,  covering  six 
weeks  in  July  and  August  or  extending  through  the 
summer  months.  These  schools  are  designed  primarily 
to  meet  the  needs  of  teachers  who  seek  advanced  instruc- 
tion, with  or  without  regard  to  academic  degree,  and 
students  who  wish  to  shorten  the  period  of  residence, 
make  up  deficiencies,  or  complete  their  preparation  for 
entrance  to  some  college  or  professional  school. 

The  majority  of  the  courses  given  in  summer  schools 
pertain  to  the  undergraduate  and  some  to  the  graduate 
departments  of  arts  and  sciences.  In  some  cases  it  is 
possible  to  complete  one  quarter  of  a year’s  work  during 
the  summer  course. 

Foreign  students  arriving  early  in  the  summer  will 
do  well  to  register  in  a summer  school  of  good  standing, 
especially  if  they  do  not  possess  a sufficient  command 
of  the  English  language  to  enable  them  to  follow  work 
in  the  subject  of  their  particular  interest. 

Extension  Teaching 

Extension  teaching  is  instruction  given  by  the  regular 
university  officers,  or  outside  officers  under  the  super- 
vision and  control  of  the  university,  either  in  or  away 
from  the  university  buildings,  and  for  the  benefit  of 
those  unable  to  attend  the  regular  courses  of  instruction. 


Opportunities  for  Higher  Education  in  the  United  States  65 


These  courses  are  given  late  in  the  afternoon  and  in  the 
evenings,  and  are  attended  by  men  and  women  from 
the  different  walks  of  life  who  can  give  only  a part  of 
their  time  to  study  but  without  reference  to  an  academic 
degree,  and  by  those  who  look  forward  to  qualifying 
themselves  to  obtain  academic  recognition  in  the  future. 


66 


The  Institute  of  International  Education 


Chapter  VI 

WOMEN’S  COLLEGES 

Higher  education  for  women  began  with  the  founding 
of  Mount  Holyoke  Seminary  (now  Mount  Holyoke 
College)  at  South  Hadley,  Massachusetts,  in  1837,  as 
the  result  of  a campaign  by  Mary  Lyon.  But  it  was  not 
until  after  the  Civil  War  that  the  period  of  the  establish- 
ment of  women’s  colleges  began.  Elmira  was  chartered 
as  a college  in  1855.  In  1861 , Vassar  College  was  founded, 
followed  by  Wells  (1868),  Smith  (1871),  Wellesley  (1875), 
Bryn  Mawr  (1880),  Mills  (1885),  Goucher  (1888),  and 
Rockford  (1892).  In  all  these  institutions  education  is 
exclusively  for  women. 

In  the  Middle  West,  however,  coeducation  is  the 
accepted  policy  and  women  are  admitted  on  an  equal 
footing  with  men.  The  success  of  the  experiment  in 
the  state  universities  has  given  great  impetus  throughout 
the  country  to  the  coeducational  system.  The  older 
colleges,  and  particularly  these  of  the  East,  have  been 
more  conservative.  They  do  not,  as  a rule,  open  their 
undergraduate  schools  to  women,  although  they  admit 
them  to  most  of  their  graduate  schools.  One  of  the  first 
coeducational  institutions  was  Oberlin  Collegiate  Insti- 
tute, which  was  opened  in  1833,  and  was  chartered  as 
Oberlin  College  in  1850. 

In  addition  to  the  separate  and  coeducational  methods 
of  education  for  women,  there  has  also  grown  up  a third 
system  called  the  “coordinate  system.”  This  is  repre- 
sented b}'  those  colleges  for  women  which  are  affiliated 
with  larger  universities  for  men.  The  following  will 


Opportunities  for  Higher  Education  in  the  United  States  67 


serve  as  illustrations:  Radcliffe  College  (1879),  affiliated 
with  Harvard  University;  H.  Sophie  Newcomb  Memorial 
College  (1886),  affiliated  with  Tulane  University  of 
Louisiana;  College  for  Women,  affiliated  with  Western 
Reserve  University  (1888);  Barnard  College  (1889), 
affiliated  with  Columbia  University,  and  the  Women’s 
College  of  Brown  University  (1892). 

Life  in  an  American  woman’s  college  is  quite  as  unique 
in  the  educational  world  as  that  in  a man’s  college.  The 
institution  most  like  it  is  the  English  college  for  women 
in  the  university  centers,  although  these  differ  greatly 
from  ours  in  several  respects. 

In  America  we  have  the  problems  of  a democracy 
where  women  of  widely  different  races,  culture,  and  tradi- 
tions have  the  franchise.  The  future  of  the  republic 
demands  that  the  women  as  well  as  the  men  must  be 
trained  for  citizenship.  The  leading  women’s  colleges 
have  selected  from  the  one  hundred  thousand  and  more 
women  in  American  educational  institutions,  a group 
qualified  intellectually  to  profit  by  the  academic  courses 
and  the  conditions  of  the  college  community  life.  Most 
women’s  colleges  have  been  more  conservative,  perhaps, 
than  the  men’s  in  adhering  to  the  historic  academic 
course,  and  offering  less  freedom  in  electing  courses. 
They  have  not  attempted  to  introduce  a variety  of 
vocational  training;  they  have  left  that  to  the  state 
coeducational  institutions  and  the  schools  giving  special- 
ized training.  Although  the  colleges  have  not  attempted 
vocational  training  they  do,  however,  give  a suitable 
foundation  for  later  vocational  work.  The  academic 
studies  that  best  prepare  the  student  for  various  pro- 
fessions are  brought  to  her  attention  early  in  her  college 
course  so  that,  if  she  is  so  disposed,  she  may  select  her 
elective  courses  and  her  extra-curricular  activities  with 
that  in  view. 


68 


The  Institute  of  International  Education 


Admission 

Admission  to  the  women’s  colleges  is  by  the  same  en- 
trance examinations  that  are  given  for  the  men’s  colleges 
and  universities,  or  by  special  examinations  set  by  the 
college  faculty.  The  standards  are  quite  as  high  as  those 
for  men’s  colleges.  Very  few,  if  any,  admit  now  on  the 
certificate  of  properly  accredited  secondary  schools.  The 
essentials  for  admission  are : Ability  to  meet  the  entrance 
requirements  showing  suitable  preparation  in  a secondary 
school;  the  proper  qualifications  as  to  moral  character 
and  health ; fair  promise  of  ability  to  maintain  an  accepta- 
ble standard  of  scholarship  in  college;  and  a personality 
that  makes  her  a reasonably  congenial  member  of  a 
college  community. 

Expenses 

The  women’s  colleges  are  all  privately  endowed  insti- 
tutions. The  student’s  expenses  are  about  the  same  as 
in  men’s  colleges.  Tuition  varies  from  about  $200  to 
$250  and  board  and  room  from  $250  to  $700  or  higher, 
according  to  the  room.  Most  colleges  have  at  least  one 
hall  where  the  resident  students  may  cooperate  in  the 
service  and  thereby  reduce  the  cost  of  their  board.  All 
the  colleges  have  some  scholarships  that  pay  all  or  a 
part  of  the  tuition  for  students  of  ability  who  cannot 
otherwise  meet  the  college  expenses.  In  some  colleges 
there  are  a few  scholarships  reserved  for  students  from 
foreign  countries.  Usually  the  alumnae  maintain  a fund 
from  which  loans  can  be  made  to  students  who  could 
not  otherwise  continue  their  course.  The  loan  must  be 
repaid  within  a reasonable  time  after  graduation.  In 
some  colleges  the  rooms  are  assigned  by  lot;  in  others 
the  students  select  them.  There  may  be  halls  reserved 
for  Seniors  and  Juniors,  and  others  for  Freshmen  and 
Sophomores.  But  in  most  colleges  students  from  all 


Opportunities  for  Higher  Education  in  the  United  States  69 


four  classes  live  in  the  same  hall.  While  there  are  some 
more  expensive  rooms  and  suites,  yet  our  women’s 
colleges  are  remarkably  free  from  undemocratic  dis- 
tinctions based  upon  wealth. 

The  Students 

There  are  from  about  five  hundred  to  two  thousand 
students  in  residence,  according  to  the  size  of  the  college. 
They  come  from  the  best  American  families,  from  the 
wealthy  and  middle  class,  from  self-supporting  young 
women,  from  families  recently  naturalized,  and  some 
from  foreign  countries— by  no  means  a socially  homo- 
geneous group.  A college  is  very  like  an  American 
community,  in  which  the  “melting  process”  has  not  been 
completed. 

The  Student  Government  Association  presents  the 
highest  student  administrative  authority  to  its  Student 
Council.  Then  there  are  the  student  officers  of  each  of 
the  four  class  organizations;  the  student  board  of  man- 
agers for  the  college  literary  publications,  the  dramatic 
clubs,  the  intercollegiate  debates,  the  musical  organiza- 
tions, and  various  clubs  or  sororities;  and  the  athletic 
association  officers  who  arrange  for  the  sports.  The  duties 
of  all  these  offices  develop  the  administrative  and  business 
ability  of  the  young  women,  and  they  learn  to  conduct 
public  business  according  to  parliamentary  practice.  All 
officers  must  learn  to  work  harmoniously  and  efficiently 
with  their  fellow  students.  Their  ability  to  do  this  is  the 
basis  upon  which  they  are  elected  to  these  offices  by  their 
fellow  students.  The  treasurers  control  the  expenditures 
of  considerable  sums  of  money. 

Among  the  students  are  those  who  devote  themselves 
entirely  to  the  scholastic  work;  others  who  combine 
with  their  studies  dramatics,  debates,  or  the  sports,  or 
some  form  of  activity  that  promotes  pleasure  and  profit 


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The  Institute  of  International  Education 


in  the  student  community  life.  It  is  a democratic  insti- 
tution that  calls  out  the  particular  ability  of  each  one. 
It  trains  a young  woman  in  self  reliance,  in  leadership, 
and  adapts  her  to  life  in  a community  preparing  her  to 
some  extent,  at  least,  for  her  duties  as  a citizen.  The 
restrictions  in  the  life  of  the  students  imposed  by  the 
college  authorities  are  comparatively  few,  and  relate 
chiefly  to  the  curriculum  and  to  leave  of  absence  from 
college.  The  Students  Government  Association  regulates 
the  student  activities  and  organizations  and  the  life  in 
the  halls  to  safeguard  the  students  themselves,  so  that 
conditions  may  make  study  possible  in  their  rooms. 
The  students  take  action  on  the  case  of  any  student 
whose  conduct  may  bring  disrepute  to  the  college  or 
interfere  with  the  welfare  of  the  student  community. 
This  does  not  give  them  the  power  to  suspend  or  expel 
a student.  There  is  little  or  no  surveillance  by  the  faculty 
or  other  college  officers.  The  college  students  have  quite 
generally  adopted  the  honor  system  for  examinations 
and  class  work.  They  are  encouraged  to  have  a whole- 
some public  sentiment  in  regard  to  all  aspects  of  college 
life.  Women’s  colleges  are  by  no  means  cloisters;  the 
students  may  see  their  friends,  and  they  often  have  social 
functions  at  which  men  from  town  or  neighboring  colleges 
are  their  guests. 

Physical  Education 

The  women’s  colleges  are  located  for  the  most  part 
in  the  country  near  a city  or  town  where  ample  space 
can  be  afforded  for  residence  halls  and  academic  and 
other  buildings  necessary  to  maintain  a community  of 
several  hundred,  and  also  for  the  fields  for  the  sports 
and  physical  education  which  our  colleges  insist  upon 
to  maintain  or  develop  the  health  of  the  individual. 
Some  colleges  are  located  near  lakes  where  boating  and 


Opportunities  for  Higher  Education  in  the  United  States  71 


swimming  and  winter  ice  sports  are  possible.  If  the 
college  is  in  a city  or  large  town,  it  still  assumes  re- 
sponsibility to  provide  a gymnasium  and  limited  field  for 
out-of-door  sports. 

Degrees 

Women’s  colleges  of  acknowledged  standards  give  the 
Bachelor  of  Arts  degree  and  most  are  prepared  to  give 
the  Master  of  Arts  in  some  subjects.  There  are  two 
colleges  which  provide  for  work  leading  to  the  Doctor 
of  Philosophy  degree.  One  of  these,  Bryn  Mawr  College, 
by  its  generous  endowment  and  liberal  supply  of  graduate 
scholarships  and  fellowships,  has  a considerable  group 
of  women  graduate  students  from  institutions  all  over 
the  country.  Radcliffe  College,  through  its  proximity 
to  Harvard  University,  has  an  arrangement  with  the 
University  to  supply  the  instruction  for  the  graduate 
courses  and  Harvard  University  certifies  that  the  degrees 
given  by  Radcliffe  College  are  of  the  same  standard  as 
the  corresponding  ones  given  by  the  University.  Barnard 
is  the  undergraduate  college  for  women  at  Columbia 
University,  and  gives  few  graduate  courses,  since  the 
graduate  work  is  under  the  jurisdiction  of  the  University. 
Some  colleges  because  of  their  nearness  to  universities 
have  certain  advantages,  although  there  may  be  no 
affiliation  between  them.  For  example,  Goucher  College 
is  near  Johns  Hopkins  University;  Mills  College  near 
the  University  of  California;  Sophie  Newcomb  Memorial 
College,  near  Tulane  University.  Mount  Holyoke, 
Smith,  Vassar,  Wellesley,  Wells  are  independent  colleges, 
offering  comparatively  little  opportunity  for  graduate 
work  beyond  that  required  for  the  Master’s  degree. 

Committee  of  Welcome 

A central  committee  has  been  formed  by  various 
agencies  with  headquarters  at  the  office  of  the  Institute 


72 


The  Institute  of  International  Education 


of  International  Education,  419  West  117th  Street, 
New  York  City,  to  assist  foreign  women  students,  who 
may  arrive  in  New  York  City  on  their  way  to  educational 
institutions  in  the  United  States.  Foreign  women 
students,  or  individuals  knowing  of  the  prospective 
arrival  of  such  students,  are  invited  to  communicate 
with  The  Institute,  419  West  117th  Street,  telephone, 
Morningside  8491. 


Opportunities  for  Higher  Education  in  the  United  States  73 


Chapter  VII 
COLLEGE  LIFE 

Athletics 

Next  to  the  regular  studies  themselves,  athletics 
claim  the  largest  part  of  the  interest  and  time  of  a typical 
American  student.  Almost  all  colleges  maintain  four 
types  of  teams  which  compete  with  the  teams  of  other 
institutions.  These  are  baseball,  football,  basketball, 
and  track  teams.  Foremost  among  these  are  the  first 
two.  Track  athletics  include  running,  jumping  and 
weight  throwing.  In  addition  some  universities,  favor- 
ably situated,  maintain  crews  for  boat  racing.  Other 
forms  of  athletics  are  hockey,  fencing,  tennis,  etc.;  but 
the  chief  interest  is  in  baseball  in  the  spring  and  football 
in  the  fall.  A football  game  between  Yale  and  Harvard 
is  a national  event. 

The  teams  are  usually  trained  by  a professional  “coach” 
and  members  are  selected  from  students  who  maintain  a 
certain  standard  of  scholarship. 

To  the  non-athletic  student  the  American  college 
usually  offers,  through  its  gymnasium,  athletic  field, 
and  swimming  pool,  good  opportunity  for  keeping  in 
sound  physical  condition,  which  is  fundamental  for 
effective  intellectual  training. 

Fraternities  and  Clubs 

Next  to  athletics,  fraternities,  sororities,  and  social 
clubs  are  the  strongest  expression  of  American  college 
life.  In  a sense  American  fraternities  are  unique.  They 
are  secret  societies  with  a limited  membership  and  a 
Greek  motto,  by  the  initial  letters  of  which  they  are 


74 


The  Institute  of  International  Education 


known.  The  basis  of  membership  in  some  organizations, 
is  a certain  standard  of  scholarship,  or  similarity  of  tastes 
and  congeniality  of  disposition. 

The  first  Greek  letter  fraternity  was  the  <t>BK.,  an 
honorary  society  formed  in  the  College  of  William  and 
Mary  in  1776.  Later  professional  honorary  fraternities, 
such  as  TBII.  in  engineering,  Sigma  Psi  in  science, 
etc.,  were  formed.  The  oldest  of  the  purely  social  type 
of  fraternities  is  probably  Chi  Phi,  organized  at  Princeton 
in  1824,  but  its  successors  are  quite  unlike  it  in  nature; 
consequently  the  first  fraternity  is  thought  to  be  the 
Kappa  Alpha,  organized  at  Union  College  in  1825. 
Today  there  are  over  one  hundred  fraternities  and  soror- 
ities, with  a total  membership  of  more  than  two  hundred 
thousand. 

While  many  fraternities  undoubtedly  exercise  salutary 
and  wholesome  influences  upon  their  members  in  particular 
and  the  college  student  body  in  general,  yet  there  are 
some  which  encourage  snobbishness  in  contrast  to  the 
highly  democratic  atmosphere  of  the  college  campus. 
Fraternal  spirit  is  in  some  cases  carried  to  an  extreme, 
and  in  the  desire  to  show  favor  to  fellow  members  there 
is  often  the  danger  of  doing  injustice  to  non-fraternity 
members  and  to  members  of  other  fraternities. 

The  number  of  foreign  students  who  are  invited  to 
join  fraternities  is  very  limited,  although  more  and  more 
of  them  are  admitting  students  from  abroad. 

In  certain  universities  the  place  of  fraternities  is  taken 
by  social  clubs.  These  are  organized  to  foster  a spirit 
of  comradeship  among  groups  of  students. 

Debating,  Dramatic  and  Literary  Societies 

In  addition  to  social  clubs  there  are,  in  almost  every 
university,  debating,  dramatic,  literary  and  musical 
organizations,  as  well  as  clubs  for  specialized  academic 


Opportunities  for  Higher  Education  in  the  United  States  75 


purposes  such  as  philosophical,  chemical,  engineering, 
and  history  clubs. 

Religious  Organizations 

In  almost  all  large  institutions  of  learning  there  are 
Newman  (Catholic)  Clubs,  Menorah  Societies  (Jewish) 
and  Christian  Associations  of  various  types  but  the  chief 
one  among  them  is  the  College  Young  Men’s  Christian 
Association.  The  first  College  Young  Men’s  Christian 
Associations  were  organized  at  the  University  of  Michigan 
and  the  University  of  Virginia  in  1858.  In  1877  the 
Intercollegiate  division  of  the  Association  was  formed. 
Since  then  the  growth  has  been  rapid  until  there  are  at 
present  over  eight  hundred  Student  Associations  in 
schools  and  colleges  with  a membership  of  about  one 
hundred  thousand.  * 

The  Association  exists  as  a friendly  advisor  to  the 
students  who  labor  under  many  handicaps  as  strangers 
in  a strange  land.  Often  employed  secretaries  are  main- 
tained, weekly  meetings  are  held  for  devotional  pur- 
poses, Bible  classes  are  conducted  within  the  college  and 
in  the  neighborhood,  settlement  and  other  forms  of  social 
work  are  carried  on,  employment  bureaus  are  operated, 
and  summer  conferences  are  held. 

In  many  universities  the  Y.  M.  C.  A.  maintains  a 
commodious  building  equipped  with  social  and  committee 
rooms,  auditorium  and  reading  room  and  dormitories. 
Foreign  students  are  always  cordially  welcomed  to  the 
membership  privileges  of  the  Association  and  are  invited 
to  participate  in  its  program  of  service. 

Hazing 

In  every  college  rivalry  between  classes  or  students 
of  each  of  the  four  years  is  strong,  and  frequently  mani- 
fests itself  in  a “scrap”  or  “rush”  between  the  Freshmen 


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The  Institute  of  International  Education 


and  upper  classmen,  particularly  the  Sophomores.  Severe 
restrictions  are  sometimes  imposed  upon  Freshmen, 
such  as  requiring  them  to  wear  a special  cap  or  necktie 
of  a certain  color  and  trousers  with  no  cuffs.  The  new 
students  are  occasionally  called  upon  by  the  older  students 
to  repeat . the  college  songs  or  to  render  some  menial 
service. 

The  foreign  student,  as  far  as  possible,  should  enter 
into  such  phases  of  college  life  with  a true  spirit  of  sports- 
manship and  fun.  It  should  not  be  resented  as  autocratic 
or  obtrusive,  although  in  a few  cases  it  is  carried  to  a 
disagreeable  limit.  In  fact  the  outstanding  feature  of 
American  college  life  is  its  democratic  aspect.  No  other 
community  can  boast  of  having  obliterated  the  distinction 
between  race,  creed  and  color  to  the  extent  to  which  the 
college  community  can.  Even  th£  aristocracy  of  wealth 
is  not  noticeable.  Not  only  between  students,  but 
between  students  and  professors,  a spirit  of  comradeship 
usually  prevails. 


Opportunities  for  Higher  Education  in  the  United  States  77 


Chapter  VIII 

FOREIGN  STUDENT  ORGANIZATION 

Corda  Fratres- Association  of  Cosmopolitan  Chibs.  This 
is  a federation  of  clubs  organized  in  many  of  the  leading 
universities  for  the  purpose  of  promoting  international 
good  will  by  bringing  into  fellowship  selected  representa- 
tives of  each  nationality  within  a given  university.  The 
motto  of  the  Cosmopolitan  Club  is  “Above  All  Nations 
is  Humanity.”  A monthly  magazine  is  published  by 
the  Association  and  an  annual  convention  is  held.  In 
several  universities,  including  Cornell,  Syracuse,  Purdue, 
and  the  University  of  Chicago,  these  clubs  maintain 
houses  with  boarding  and  lodging  facilities  for  foreign 
student  members  and  for  a limited  number  of  select 
Americans. 

The  Cosmopolitan  Club  offers  an  unusual  opportunity 
for  foreign  students  to  come  in  contact  with  the  leading 
students  of  other  nationalities. 

Chinese  Students'  Alliance.  This  is  an  organization 
of  all  Chinese  students  in  the  United  States.  By  means 
of  annual  conventions  in  different  parts  of  the  country 
and  by  the  publication  of  a monthly  magazine  the  chief 
aims  of  the  Alliance  are  accomplished,  namely,  the  pro- 
motion of  acquaintance  and  fellowship,  the  dissemination 
of  knowledge  regarding  Chinese  affairs,  and  unifying 
the  work  and  interests  of  Chinese  students  in  America. 

Another  Chinese  organization  is  the  Chinese  Students’ 
Christian  Association  which  is  interested  in  developing 
Christian  character.  A monthly  magazine  is  published 
by  the  Association,  committees  are  appointed  in  different 
parts  of  the  country,  and  annual  conferences  are  held. 

The  Hindustan  Association  of  America.  The  Hin- 
dustan Association  of  America  is  an  organization  of 


78 


The  Institute  of  International  Education 


British  Indian  students  for  the  purpose  of  promoting 
the  welfare  of  Indian  students  and  giving  American  stu- 
dents and  professors  accurate  information  regarding 
India  and  her  people. 

The  Indian  Students’  Christian  Union  seeks  to  develop 
Christian  faith  and  character  among  Indian  students. 

The  Filipino  Students'  Federation  in  America.  The 
Filipino  Students’  Federation  in  America  has  been  recently 
organized  and  issues  a monthly  magazine,  “The  Filipino 
Herald.”  Its  headquarters  are  at  347  Madison  Avenue, 
New  York  City. 

Other  Foreign  Student  Organizations.  An  Armenian 
Student  Organization,  national  in  scope,  is  maintained 
by  the  Armenian  students  and  their  friends. 

The  Syrian  Educational  Society,  with  headquarters 
in  New  York  and  a chapter  in  Boston,  has  for  the  last 
four  years  made  it  possible  for  a number  of  Syrian  students 
in  this  country  to  pursue  courses  of  higher  education.  This 
year  it  has  bestowed  four  scholarships  on  four  students 
in  Cornell,  Columbia  and  New  York  Universities. 

Similar  organizations  are  being  established  by  Greek 
and  Korean  students. 

Small  clubs  of  Japanese  students  have  been  organized. 

Likewise  many  Latin  American  organizations  have 
recently  been  perfected;  one  of  them  is  the  Brazilian 
Students’  Association  which  issues  a monthly  magazine; 
another  is  the  Chilian  Students’  Association  with  head- 
quarters at  the  University  of  Pennsylvania.  In  addition 
to  these  Latin  American  organizations  there  is  a Latin 
American  Students’  Christian  Association,  which  aspires 
to  unite  on  a Christian  basis  all  the  Spanish  and  Portu- 
guese speaking  students  in  the  United  States. 

In  1921  the  students  coming  from  South  Africa  organ- 
ized the  South  African  Students’  Association  with  an 
office  at  2929  Broadway,  New  York. 


Opportunities  for  Higher  Education  in  the  United  States  79 


Committee  on  Friendly  Relations  Among  Foreign 
Students 

The  Committee  on  Friendly  Relations  Among  Foreign 
Students  is  a branch  of  the  International  Committee 
of  the  Young  Men’s  Christian  Association,  which  seeks 
to  serve  students  who  come  to  the  United  States  from 
other  lands.  Its  general  work  is  under  the  administrative 
secretaries  at  the  offices  of  the  International  Committee 
in  New  York  City.  Much  of  the  work  is  carried  on 
through  national  divisions,  each  with  one  or  more  full- 
time secretaries  of  its  own  nationality.  There  are  now 
Chinese,  Japanese,  Latin  American,  Filipino,  and  mis- 
cellaneous divisions,  the  latter  dealing  with  the  nations 
having  small  numbers  of  students.  All  these  secretaries — 
except  the  Japanese,  who  resides  in  Chicago — have 
headquarters  at  the  New  York  office,  but  spend  much 
time  in  travel  among  the  colleges  and  universities  where 
foreign  students  are  found. 

The  service  of  the  Friendly  Relations  Committee  is 
summarized  as  follows: 

1.  Counsel  to  students  before  leaving  their  own  land,  through 

Association  secretaries  and  educational  leaders. 

2.  Meeting  students  at  steamer  on  their  arrival  in  American 

ports,  and  providing  for  their  immediate  needs,  such  as 
board,  lodging,  and  guidance  around  the  city. 

3.  Information  and  advice  in  selection  of  college,  and  assistance 

in  getting  to  the  college  of  their  choice. 

4.  Introduction  to  persons  in  college  communities  or  other 

cities  who  will  befriend  them. 

5.  Advice  in  securing  employment  for  self-supporting  students. 

6.  Cooperation  with  college  Y.  M.  C.  A.’s,  churches  and  other 

agencies  in  relating  students  to  most  helpful  social  influences 
and  securing  entertainment  for  them  in  representative 
homes. 


8o 


The  Institute  of  International  Education 


7.  Endeavor  to  interest  chambers  of  commerce,  and  other  civic 

organizations  to  acquaint  students  with  the  industrial  and 
institutional  life  of  American  cities. 

8.  Encouragement  of  students  to  attend  summer  conferences 

and  other  great  inspirational  and  international  assemblies. 

9.  Cooperation  with  Cosmopolitan  and  other  clubs  which  seek 

to  bring  students  of  all  lands  into  mutual  sympathy  and 
understanding. 

10.  Friendly  aid  to  any  student  in  his  moral  and  religious  problems 
or  his  adjustments  to  American  life. 

The  Committee  is  sponsor  for  several  student  publica- 
tions which  are  issued  by  the  national  groups.  These 
are:  The  Japan  Review , Christian  China,  El  Estudiante 
Latino  Americano,  The  Filipino  Herald  and  The  Indian 
Christian  Student.  The  Committee  also  supports  and 
cooperates  with  the  following  foreign  student  societies, 
which  are  organized  under  the  national  divisions : Chinese 
Students'  Christian  Association,  Latin  American  Students' 
Christian  Association,  the  Russian  Students'  Christian 
Federation  and  the  Filipino  Students'  Federation. 

Special  effort  is  made  every  year  to  bring  foreign 
students  to  the  great  Students’  Summer  Conferences 
.held  in  various  parts  of  the  United  States.  This  is  an 
unsurpassed  opportunity  for  these  men  to  become  ac- 
quainted with  one  another  and  to  meet  the  best  American 
students  of  many  colleges.  The  Committee  facilitates 
in  every  possible  way  the  attendance  of  foreign  students 
at  these  gatherings. 

No  fee  is  charged  for  any  service  rendered  by  this 
Committee  and  its  secretaries.  Students  expecting  to 
come  to  this  country  are  invited  to  write  for  information 
of  any  kind  and  to  suggest  any  preparation  which  can 
be  made  for  their  coming.  Enquiries  should  be  directed 
to  the  Secretary  of  any  local  Y.  M.  C.  A.,  or  addressed 


Opportunities  for  Higher  Education  in  the  United  States  81 


to  the  Committee  on  Friendly  Relations  Among  Foreign 
Students,  347  Madison  Avenue,  New  York  City,  U.  S.  A. 

SOCIETIES  INTERESTED  IN  FOREIGN  STUDENTS 

CHINESE 

China  Society  of  America,  Astor  Place,  New  York  City. 

Chinese  National  Welfare  Society  in  America,  519  California  Street, 
San  Francisco,  California. 

JAPANESE 

American  Historical  Association,  Committee  on  Far  Eastern  History 
(Dr.  E.  B.  Green,  Chairman,  University  of  Illinois,  Urbana,  111.). 

Japan  Society  of  New  York,  165  Broadway,  New  York  City. 

Japan  Society  of  America,  Flatiron  Building,  San  Francisco,  Cal. 

Japanese  American  Fraternity,  Los  Angeles,  California. 

LATIN  AMERICAN 

Committee  on  Cooperation  in  Latin  America,  25  Madison  Avenue,  New 
York  City. 

Pan  American  Society,  15  Broad  Street,  New  York  City. 

Pan  American  Union,  Washington,  D.  C. 

MISCELLANEOUS 

Committee  on  Friendly  Relations  Among  Foreign  Students,  347  Madison 
Avenue,  New  York  City. 

Institute  of  International  Education,  419  West  One  Hundred  and  Seven- 
teenth Street,  New  York  City. 

American  Scandinavian  Foundation,  25  West  Forty-Fifth  Street,  New 
York  City. 

Armenian  Asiatic  Association,  280  Madison  Avenue,  New  York  City. 

Hindustan  Student  Association,  1400  Broadway,  New  York  City. 

International  Serbian  Educational  Committee,  701  Madison  Avenue, 
New  York  City. 

The  Syrian  Educational  Society,  141  Clinton  Street,  Brooklyn,  New 
York. 

South  African  Students  Association,  2929  Broadway,  New  York. 


8 2 


The  Institute  of  International  Education 


Chapter  IX 

NUMBER  AND  DISTRIBUTION  OF  FOREIGN 
STUDENTS 

Student  immigration  is  not  a new  thing  in  the  history 
of  education,  but  it  never  assumed  the  proportion  it  has 
in  recent  years  and  in  connection  with  the  United  States. 
According  to  statistics  gathered  for  the  year  19 19-1920 
there  are  no  less  than  ten  thousand  students  from  abroad 
pursuing  higher  courses  of  education  in  the  United 
States  representing  one  hundred  and  sixteen  different 
nationalities.  The  Chinese  with  a thousand  or  so  lead. 
The  Japanese  and  Filipinos  come  next  with  five  hundred 
and  eighty-eight.  All  the  Latin  American  republics 
are  represented  and  so  are  the  countries  of  Europe  and 
the  Near  East.  Some  of  these  students  are  sent  on 
scholarships  provided  by  their  Governments,  schools, 
communities,  friends  or  private  organizations.  Others 
come  at  the  expense  of  their  parents.  The  rest  are,  to 
a large  extent,  self-supporting. 

Through  the  Chinese  Boxer  War  Indemnity  Fund  a 
number  of  Chinese  students,  boys  and  girls,  find  it  possible 
to  come  to  this  country.  The  Filipino  Government 
has  recently  instituted  a number  of  scholarships  in  Amer- 
ican universities  for  training  the  Filipino  youth  and  so 
have  the  Brazilian  Government  and  several  other  South 
American  Governments.  The  Belgian  Relief  Committee 
has  appropriated  a large  sum  of  money  for  the  education 
of  Belgian  students  in  this  country,  and  the  American- 
Scandinavian  Foundation  offers  a number  of  fellowships, 
tenable  in  the  United  States,  to  Scandinavian  students. 

The  distribution  of  these  students  throughout  the 


Opportunities  for  Higher  Education  in  the  United  States  83 


United  States  is  widespread.  Statistics  compiled  in 
December,  1919,  reveal  the  presence  of  foreign  students 
in  every  one  of  the  forty-eight  states  of  the  Union  and 
in  the  District  of  Columbia.  The  tendency  of  the  foreign 
students  is  to  congregate  in  the  large  centers  like  New 
York,  Chicago,  Boston,  Philadelphia,  and  in  California 
on  the  Pacific  Coast.  In  the  interior  Illinois  and  Ohio 
draw  the  largest  number.  The  tendency  to  cluster  in 
the  big  universities  is  also  marked,  but  there  is  hardly 
an  institution  of  medium  size  in  which  they  are  not  repre- 
sented. The  enrollments  of  four  hundred  and  sixty-six 
colleges  for  the  year  19 19-1920  show  the  presence  of 
foreign  students. 

For  a statistical  summary  of  the  number  and  distribu- 
tion of  foreign  students,  see  the  accompanying  table. 


84 


The  Institute  of  International  Education 


Chapter  X 

LIVING  CONDITIONS 

The  living  conditions  vary  according  to  the  size  of 
the  college  or  university  and  the  size  of  the  town  in  which 
it  is  located.  As  a rule  the  large  universities  flourish 
either  in  or  near  cities  of  considerable  size,  whereas 
small  colleges  grow  in  small  communities. 

Lodging  and  Boarding  Facilities 

Some  colleges  and  universities  maintain  dormitories 
and  dining  halls  for  their  students.  The  rates  are  reason- 
able. The  dormitories  are  usually  adapted  to  the  needs 
of  student  life.  They  are  equipped  with  good  light  and 
baths  and  their  atmosphere  is  conducive  to  study  and 
concentration.  The  foreign  students  will  do  well  to  try 
as  early  as  possible  to  secure  accommodation  on  the 
campus  of  the  college  to  which  they  intend  to  go. 

Wherever  the  dormitory  facilities  are  not  enough  to 
accommodate  all  students,  the  colleges  usually  keep  an 
approved  list  of  private  homes  in  the  vicinity  in  which 
students  may  rent  rooms.  Sometimes  the  college 
Y.  M.  C.  A.  keeps  the  list. 

Expenses 

The  following  tables  show  the  approximate  expenses 
for  room,  board,  laundry,  tuition,  fees,  etc.  The  data 
were  collected  in  the  summer  of  1920  from  the  various 
college  authorities.  Different  representative  institutions 
were  selected  in  the  East,  Middle  West,  West  and  South. 
It  will  be  noted  that  the  expenses  in  the  Middle  West 
are  a little  less  than  in  the  East  and  in  the  West  below 
those  of  the  Middle  West. 


Opportunities  for  Higher  Education  in  the  United  States  85 


Ithaca,  New  York 


EAST 

Cornell  University 


Room — $3  to  $5  a week 

Board — -$7  to  $9  a week 

Laundry 

Incidentals 

Tuition 

Fees 

Books 


School  Year*  $200.00 
“ 400.00 

35-00 

“ “ 80.00 

200.00 

“ “ 65.00 

“ “ 28.00 


Total  for  year 


$1,008.00 


Providence,  Rhode  Island 

Room 

Board 

Laundry 

Incidentals 

Tuition 

Dues,  Fees,  etc. 


Brown  University  ■ 

School  Year  $150.00 

“ “ 400.00 

“ “ 40.00 

“ “ 100.00 

“ “ 200.00 

150.00 


Total  for  year  $1,040.00 

MIDDLE  WEST 

Minneapolis,  Minnesota  University  of  Minnesota 


Room 

School  Year 

$150.00 

Board — $7  to  $8  per  week 

( < 

u 

375-00 

Laundry — $3  per  month 

< ( 

1 1 

35-oo 

Incidentals 

l l 

il 

60.00 

Tuition 

I ( 

it 

150.00 

Fees 

il 

l l 

30.00 

Books 

il 

il 

30.00 

University  activities,  car  fare,  etc. 

ll 

1 1 

100.00 

Total  for  year 

Champaign,  Illinois 

Room  (Average) 

Board  “ 

Laundry  “ 

Incidentals  “ 

Fees  “ 

Books  “ 


$930.00 

University  of  Illinois 

School  Year  $140.00 
330.00 

25.00 

75.00 

75.00 

40.00 


Total  for  year 


$685.00 


♦School  year  usually  covers  8 months. 


86 


The  Institute  of  International  Education 


WEST 

Berkeley,  California  University  of  California 


Room — $8  to  $12  per  month 

School  Year 

$130.00 

Board — $25  to  $30  per  month 

ll  ll 

300.00 

Laundry 

(Average) 

ll  tl 

30.00 

Incidentals 

ll  It 

50.00 

Tuition 

it  it 

150.00 

Fees 

It  ti 

50.00 

Books 

it  it 

30.00 

University  activities  “ 

It  it 

50.00 

Total  for  year 

$790.00 

Seattle,  Washington 

University  of  Washington 

Room 

School  Year 

$ 360.00 

Board 

(Average) 

it  tl 

480.00 

Laundry 

it  It 

25.00 

Incidentals 

it  ti 

50.00 

Tuition 

It  it 

40.00 

Fees 

tl  tl 

40.00 

Books 

ti  It 

30.00 

Total  for  year 

SOUTH 

$1,025.00 

Austin,  Texas 

University  of  Texas 

Room  and  Board— 

-$40  per  month 

School  Year 

$400.00 

Laundry 

(Average) 

It  it 

30.00 

Incidentals 

< l 

“ “ 

100.00 

Fees 

“ 

“ “ 

50.00 

Books 

ll 

ll  ll 

30.00 

Total  for  year 

$610.00 

Vacations 

The  American  academic  year  is  practically  eight  months, 
extending  from  the  latter  part  of  September  to  the  early 
part  of  June,  with  a two  weeks’  vacation  for  Christmas 
and  a week  or  less  for  Easter.  In  California  the  institu- 
tions are  in  session  from  the  middle  of  August  to  the 
middle  of  May.  Some  colleges  and  universities  have 
adopted  a four-term  basis  for  the  year,  and  have  accord- 
ingly a shorter  vacation. 


Opportunities  for  Higher  Education  in  the  United  States  87 


How  to  spend  the  long  summer  vacation  is  one  of  the 
vexing  problems  of  foreign  student  life.  Whenever  possi- 
ble a part  of  it,  at  least,  should  be  spent  in  travel.  Since 
the  United  States  is  such  a vast  and  heterogeneous 
country,  familiarity  with  one  part  does  not  constitute 
familiarity  with  the  whole.  During  the  summer  holiday 
many  students  find  “jobs”  to  replenish  their  material 
resources,  and  those  of  them  who  are  delinquent  in  their 
studies  take  advantage  of  the  opportunities  provided 
by  the  summer  schools.  In  case  the  foreign  student  has 
no  deficiency  to  make  up,  and  is  not  in  need  of  employ- 
ment, it  is  recommended  that  he  make  a special  study 
of  some  American  institution  in  all  its  phases,  such  as  the 
Public  Library  system,  the  Y.  M.  C.  A.,  the  Public  School 
system,  the  Social  Settlements,  the  Prohibition  movement, 
or  any  other  organization  or  activity  that  centers  around  the 
philanthropic  and  social  life  of  the  American  community. 

Travel 

The  facilities  for  travel  in  the  United  States  are  abun- 
dant. Transportation  costs  about  three  and  a half 
cents  per  mile.  From  the  table  and  map  in  the  Appendix 
the  cost  of  travel  from  New  York,  New  Orleans 
or  San  Francisco  to  the  selected  college  can  be  worked 
out  approximately.  Each  passenger  is  entitled  to  carry 
one  hundred  and  fifty  pounds  of  baggage  free.  Trunks 
and  heavy  baggage  should  be  checked  and  forwarded 
in  the  baggage  car.  On  showing  one’s  ticket  to  the 
baggage  master  in  the  railway  station,  a check  is  attached 
to  each  parcel,  a duplicate  claim  check  being  given  the 
passenger,  and  the  railway  company  assuming  responsi- 
bility for  safe  delivery.  The  passenger  may  claim  his 
baggage  by  presenting  the  baggage  check  at  his  destination 
and  arranging  with  a transfer  company  for  its  delivery 
to  hotel  or  residence. 


88 


The  Institute  of  International  Education 


Among  the  scenic  features  of  the  United  States  which 
are  most  frequently  visited  are:  Niagara  Falls,  New  York; 
Yellowstone  National  Park,  Wyoming;  the  Grand 
Canyon,  Arizona;  the  Yosemite  Valley  and  the  Big 
Trees  of  California,  and  Mammouth  Cave,  Kentucky. 
Students  would  enjoy  a visit  to  Washington,  the  capital 
of  the  United  States,  where  they  may  see  not  only  the 
Government  buildings,  including  the  Capitol  and  the 
White  House,  but  also  the  Washington  and  Lincoln 
monuments,  the  Library  of  Congress,  the  Pan  American 
Building,  the  Red  Cross  Building,  the  Smithsonian 
Institute,  and  the  National  Museum, 

The  Metropolitan  Museum  of  Art,  New  York  City; 
the  Boston  Public  Library,  and  scores  of  other  buildings 
are  worthy  of  a visit. 

Student  Aid  and  Self  Help 

Almost  all  good-sized  colleges  and  universities  include 
in  their  organization  employment  bureaus  with  a view 
to  securing  part-  or  full-time  employment  for  students 
and  graduates.  The  late  afternoon  and  early  evening 
hours,  holidays  and  Saturdays  and  the  vacation  days 
are  often  utilized  by  the  students  for  working  purposes. 
The  commonest  forms  of  work  secured  are:  janitor  ser- 
vice, care  of  furnace,  selling  commodities,  waiting  on 
table,  clerical  work  and  tutoring.  As  a result  many 
students  in  colleges,  who  otherwise  would  not  be  there, 
are  enabled  to  continue  their  studies.  A large  number  of 
Americans  earn  part  of  their  expenses  in  college.  This, 
however,  should  not  encourage  the  student  to  think 
that  he  can  make  his  whole  way  through  college.  Even 
among  the  American  students,  the  number  who  succeed 
in  earning  all  their  expenses  is  exceedingly  limited.  The 
educational  process  is  such  an  expensive  one  from  the 
standpoint  of  time,  energy,  and  money  that  it  is  well- 


Opportunities  for  Higher  Education  in  the  United  States  89 


nigh  impossible  for  a foreign  student  to  maintain  physical 
and  mental  efficiency  and,  at  the  same  time,  make  all 
the  money  necessary  for  his  living  and  for  his  education. 

It  should  be  noted,  moreover,  by  foreign  students  that 
labor  is  not  looked  upon  in  the  United  States  as  degrading. 
The  student  need  fear  no  loss  in  social  station  in  the 
college  community  or  in  the  town  on  account  of  it.  The 
fact  is  that  many  American  students,  who  later  in  life 
rise  to  eminence,  never  cease  to  look  with  pride  upon 
their  college  life  and  how  they  “made  their  way  through” 
college. 

In  addition  to  the  employment  possibilities,  many- 
universities  have  small  loan  funds  which  they  are  willing, 
under  specified  conditions,  to  put  at  the  disposal  of 
students. 

Scholarships,  prizes,  beneficial  funds,  and  fellowships 
are  available  in  almost  all  institutions.  They  are  an- 
nounced in  the  annual  catalogues  of  the  institutions, 
copies  of  which  may  be  secured  free  of  charge  upon  request. 


go 


The  Institute  of  International  Education 


Chapter  XI 

SPECIAL  PROBLEMS 
Choice  of  a School 

The  first  problem  which  confronts  a prospective  student 
in  the  United  States  is  the  choice  of  a college  or  university 
best  suited  to  his  needs.  The  United  States  Bureau  of 
Education,  Washington,  D.  C.,  through  its  Biennial 
Reports  and  Bulletins  furnishes  lists  of  educational 
institutions  of  different  kinds  and  gives  accounts  of 
general  conditions  such  as  entrance  requirements  and 
the  work  required  for  college  degrees.  The  following 
organizations  may  be  consulted  free  of  charge  for  advice 
on  the  educational  opportunities  in  the  United  States : 
The  Institute  of  International  Education,  419  West 
117th  Street,  New  York 

American  Council  on  Education,  818  Connecticut  Avenue, 
Washington,  D.  C. 

The  Committee  on  Friendly  Relations  Among  Foreign 
Students,  347  Madison  Avenue,  New  York. 

A list  of  recognized  colleges  has  been  published  by 
the  American  Council  on  Education,  and  is  reprinted  on 
p.  16.  Other  lists  in  different  branches  of  study  are 
given  in  this  Bulletin. 

As  a general  principle  it  is  considered  most  advisable 
that  foreign  students  should  have  completed  the  work 
of  an  undergraduate  college  before  entering  an  American 
institution  if  they  are  to  derive  the  greatest  benefit  from 
their  study  here.  A sound  preparation  in  their  own 
country  and  familiarity  with  their  own  cultural  back- 
ground will  serve  as  the  best  foundation  for  graduate 
study  in  the  United  States  along  the  lines  that  may  be 


Opportunities  for  Higher  Education  in  the  United  States  91 


selected,  and  particularly  if  it  is  intended  to  prepare  a 
dissertation  for  the  Ph.D.  degree. 

Knowledge  of  English 

How  much  English  one  should  know  is  the  second 
problem  which  the  foreign  student  must  solve.  It  is 
recommended  that,  before  coming  to  the  United  States, 
the  foreign  student  acquire  enough  English  to  enable 
him  to  understand  the  lectures  and  to  find  his  way  in 
the  country.  The  whole  question  of  adjustment  of 
educational  qualifications  to  the  requirements  of  American 
institutions  has  to  be  looked  into  carefully  and  deliberately 
with  a view  to  avoiding  unnecessary  wastage  of  time  and 
expense. 

Finances 

Another  question  relates  to  the  amount  of  money  to 
be  brought  by  the  foreign  student  when  he  comes  to 
the  United  States.  The  danger  here  lies  on  the  side  of 
bringing  too  little  rather  than  too  much.  A number  of 
foreign  students  seem  to  think  that  somehow  in  the  United 
States  they  can  work,  support  themselves,  study  and 
win  diplomas.  It  is  true  that  the  opportunities  for 
work  for  the  ambitious,  energetic  and  adaptable  student 
are  numerous,  yet  it  is  necessary  that  students  should 
guard  against  overwork,  physically  and  mentally.  They 
should  enjoy  leisure  hours  for  growth  and  meditation 
and  should  take  advantage  of  their  being  here  to  observe 
and  study  institutional  movements,  other  than  those 
they  find  in  their  local  college  curricula. 

We  recommend  that  the  foreign  student  bring  with 
him,  in  addition  to  his  sea  and  land  fares,  a minimum 
of  $500  which  will  carry  him  through  the  first  half  year. 
A great  deal  depends  after  that  upon  his  own  industry 
and  ability. 


92 


The  Institute  of  International  Education 


It  is  also  suggested  that,  unless  there  is  a definite  reason 
for  special  preparation  or  travel,  no  foreign  student  should 
arrive  in  the  United  States  in  the  spring  or  summer 
months.  Colleges  begin  their  sessions  in  the  latter  part 
of  September.  If  one  reaches  the  United  States  in  the 
spring  he  can  hardly  fit  into  the  classes  that  have  been  in 
session  since  February  or  October,  and  if  he  arrives  in  the 
summer  he  will  find  all  classes,  except  summer  schools, 
closed. 

Students  should  locate  on  the  map  the  university  they 
intend  to  visit,  so  that  they  may  get  an  idea  of  the  number 
of  miles  of  railway  travel  that  will  be  involved.  It  costs 
almost  as  much  to  travel  from  New  York  to  a western 
university,  as  it  costs  to  come  from  France  or  England 
to  America. 


APPENDIX 


TABLE  OF  DEGREES 


Bachelor’s  Degrees 


A. B.  or  B.A 

B. Agr 

B.Arch 

B.A.  in  Ed 

B.B.A 

B.Chem 

B.C.E 

B.C.S 

B.Cr.E 

B.D.  or  D.B 

B.E.E 

B.Ed ' 

B.F.A 

B.Eng 

B.E.M 

B.M.E 

B.J 

B.L.,  B.Litt.,  or  Litt.B.  . . 

B.L.Sc 

B.Mus.  or  Mus.B 

B.Ped 

B.S.  or  S.B 

B.Sc.Agr 

B.S.  in  Agr 

B.S.  in  Agr.  Ed 

B.S.  in  Agr.  Eng 

B.S.  in  Agron 

B.S.  in  Animal  Husbandry 

B.S.  in  Arch 

B.S.  in  Arch.  Eng.  . . . 

B.S.  in  Biol 

B.S.  in  Business 

B.S.  in  Cer 


Bachelor  of  Arts 
Bachelor  of  Agriculture 
Bachelor  of  Architecture 
Bachelor  of  Arts  in  Education 
Bachelor  of  Business  Administration 
Bachelor  of  Chemistry 
Bachelor  of  Chemical  Engineering 
Bachelor  of  Commercial  Science 
Bachelor  of  Ceramics  Engineering 
Bachelor  of  Divinity 
Bachelor  of  Electrical  Engineering 
Bachelor  of  Education 
Bachelor  of  Fine  Arts 
Bachelor  of  Engineering 
Bachelor  of  Mining  Engineering 
Bachelor  of  Mechanical  Engineering 
Bachelor  of  Journalism 
Bachelor  of  Literature 
Bachelor  of  Library  Science 
Bachelor  of  Music 
Bachelor  of  Pedagogy 
Bachelor  of  Science 
Bachelor  of  Scientific  Agriculture 
Bachelor  of  Science  in  Agriculture 
Bachelor  of  Science  in  Agricultural 
Education 

Bachelor  of  Science  in  Agricultural 
Engineering 

Bachelor  of  Science  in  Agronomy 

Bachelor  of  Science  in  Architecture 
Bachelor  of  Science  in  Architectural 
Engineering 

Bachelor  of  Science  in  Biology 


Bachelor  of  Science  in  Ceramics 


94 


The  Institute  of  International  Education 


B.S.  in  Chem Bachelor  of  Science  in  Chemistry 

B.  S.  in  Chemical  Engineering 

B.S.  in  C.E Bachelor  of  Science  in  Civil  En- 

gineering 

B.S.  in  Coal  Mining  Engineering 

B.S.  in  Com Bachelor  of  Science  in  Commerce 

B.S.  in  Dairying 
B.S.  in  Dentistry 

B.S.  in  Econ Bachelor  of  Science  in  Economics 

B.S.  in  Ed Bachelor  of  Science  in  Education 

B.S.  in  El.  Eng Bachelor  of  Science  in  Electrical 

Engineering 

B.S.  in  Fire  Protection  Engineering 
B.S.  in  Floriculture 

B.S.  in  For Bachelor  of  Science  in  Forestry 

B.S.  in  Geology  and  Mining 

B.S.  in  H.  Econ Bachelor  of  Science  in  Home  Eco- 

nomics 

B.S.  in  Horticulture 
B.S.  in  Household  Science 

B.S.  in  Ind.  Arts Bachelor  of  Science  in  Industrial 

Arts 

B.S.  in  Landscape  Gardening 
B.S.  in  Law 

B.S.  in  Hydraulic  Engineering 

B.S.  in  Mech.  Eng Bachelor  of  Science  in  Mechanical 

Engineering 

B.S.  in  Med Bachelor  of  Science  in  Medicine 

B.S.  in  Met.  Eng Bachelor  of  Science  in  Metallurgical 

Engineering 

B.S.  in  Min.  Eng Bachelor  of  Science  in  Mining 

Engineering 

B.S.  in  Mun.  and  San.  Eng Bachelor  of  Science  in  Municipal 

and  Sanitary  Engineering 

B.S.  in  Ped Bachelor  of  Science  in  Pedagogy 

B.S.  in  Phar Bachelor  of  Science  in  Pharmacy 

B.S.  in  Railway  Civil  Engineering 
B.S.  in  Railway  Electrical  Engineering 
B.S.  in  Railway  Engineering 
B.S.  in  Railway  Mechanical  Engineering 

B.S.  in  San.  Eng Bachelor  of  Science  in  Sanitary 

Engineering 

B.S.  in  Structure  Design 

B.S.  in  S.T Bachelor  of  Science  in  Sugar  Tech- 

nology 


B.S.  in  Textile  Industry 


Appendix 


95 


Graduate  in  Music 


J.C.B Bachelor  in  Canon  Law 

L.H.B Bachelor  of  Literature 

LL.B Bachelor  of  Laws 

Ph.B Bachelor  of  Philosophy 

Ph.B.  in  Com Bachelor  of  Philosophy  in  Commerce 

Ph.B.  in  Jour Bachelor  of  Philosophy  in  Journalism 

Ph.C Pharmaceutical  Chemist 

Ph.G Graduate  in  Pharmacy 

Phar.B. Bachelor  of  Pharmacy 

S.T.B Bachelor  of  Sacred  Theology 

Higher  Degrees 

A.E Agricultural  Engineer 

A.M.  or  M.A Master  of  Arts 

Arch Architect 

Arch.  Eng Architectural  Engineer 

Cer.  Eng Ceramics  Engineer 

Chem.  Eng Chemical  Engineer 

C.E Civil  Engineer 

C.P.LI Certificate  in  Public  Health 

C. S Certified  Sanitarian 

D. C.I Doctor  of  Civil  Law 

D.D.S Doctor  of  Dental  Surgery 

D.D.Sc Doctor  of  Dental  Science 

D.Eng.  or  Eng.D Doctor  of  Engineering 

D.M.D Doctor  of  Dental  Medicine 

D.Sc.  or  Sc.D Doctor  of  Science 

D.P.H Doctor  of  Public  Health 

D. V.M.  or  V.M.D Doctor  of  Veterinary  Medicine 

E. E Electrical  Engineer 

E.M Engineer  of  Mines 

El.Met Electrometallurgist 


Fire  Protection  Engineer 
Graduate  in  Architecture 
Graduate  in  Public  Health 

J.C.D 

J.C.L 

J.D.,  Jur.D.,  or  D.Jur.  . 

L. H.D 

LL.D 

LL.M 

Mar.E 

M. Arch 

M.B.A 


Doctor  in  Canon  Law 

Licentiate  in  Canon  Law 

Doctor  of  Law 

Doctor  of  Literature 

Doctor  of  Laws 

Master  of  Laws 

Marine  Engineer 

Master  of  Architecture 

Master  in  Business  Administration 


96 


The  Institute  of  International  Education 


M.C.E Master  of  Civil  Engineering 

M.C.L Master  of  Civil  Law 

M.C.S Master  of  Commercial  Science 

M.D Doctor  of  Medicine 

M.E Mechanical  Engineer 

M.E.E Master  of  Electrical  Engineering 

Met.E Metallurgical  Engineer 

M.F Master  of  Forestry 

M.L Master  of  Literature 

M.L.A Master  of  Landscape  Architecture 

M.L.D Master  of  Landscape  Design 

M.M.E Master  of  Mechanical  Engineering 

M.P.L Master  of  Patent  Law 

M.Ped Master  of  Pedagogy 

M.S.A Master  of  Scientific  Agriculture 

M.S.  or  S.M Master  of  Science 

M.S.  in  Agr Master  of  Science  in  Agriculture 

M.S.  in  Arch Master  of  Science  in  Architecture 

M.S.  in  Eng Master  of  Science  in  Engineering 

M.S.  in  For Master  of  Science  in  Forestry 

M.S.  in  Min.  E Master  of  Science  in  Mining  En- 

gineering 

M.S.  in  Public  Health 

M.S.T.  or  S.T.M Master  of  Sacred  Theology 

Nav.  Arch Naval  Architect 

Pd.D Doctor  of  Pedagogy 

Pd.M Master  of  Pedagogy 

Ph.D Doctor  of  Philosophy 

Ph.M Master  of  Philosophy 

Phm.D Doctor  of  Pharmacy 

Phm.M Master  of  Pharmacy 

S.J.D Doctor  of  Law 

S.T.D Doctor  of  Sacred  Theology 

S.T.I Licentiate  in  Sacred  Theology 


Appendix 


97 


BIBLIOGRAPHY 

General  Education 

Briggs,  T.  H.  The  Junior  High  School,  Boston,  1920 
Cubberley,  E.  P.  Public  Education  in  the  United  States,  Boston,  1919 
Dutton,  S.  T.  and  Snedden,  S.  Public  School  Administration  in  the 
United  States,  New  York,  1912 
Inglis,  A.  I.  Principles  of  Secondary  Education,  Boston,  1918 

Higher  Education 

Baker,  J.  H.  American  University  Progress,  New  York,  1916 
Foster,  W.  T.  Administration  of  the  College  Curriculum,  Boston,  1911 
Klapper,  P.  College  Teaching,  New  York,  1920 
Keppel,  F.  P.  The  Undergraduate  and  His  College,  New  York,  1917 
Thwing,  C.  F.  A History  of  Higher  Education  in  America,  New  York, 
1906 


United  States  Bureau  of  Education,  Bulletins: 


1915 

No. 

27 

1916 

No. 

6 

1916 

No. 

46 

1917 

No. 

1 7 

1918 

No. 

6 

1918 

No. 

16 

1918 

No. 

21 

1919 

No. 

22 

1920 

No. 

7 

1920 

No. 

8 

1920 

No. 

39 

1920 

No. 

40 

Opportunities  for  Foreign  Students  at  the  Colleges 
and  Universities  in  the  United  States 
Statistics  of  State  Universities  and  State  Colleges 
Recent  Movements  in  College  and  University  Admin- 
istration 

Accredited  Higher  Institutions 
The  Curriculum  of  the  Woman’s  College 
Facilidades  Ofredidas  a los  Estudiantes  Extranjeros 
Instruction  in  Journalism  in  Institutions  of  Higher 
Education 

A Survey  of  Higher  Education,  1916-18 
Requirements  for  the  Bachelor’s  Degree 
Agricultural  and  Mechanical  Colleges 
Facilities  for  Foreign  Students  in  American  Colleges 
and  Universities 

The  Curriculum  of  Agricultural  Colleges 


Carnegie  Foundation  for  the  Advancement  of  Teaching,  Bulletins 
No.  4 Medical  Education  in  the  United  States  and  Canada 
No.  8 The  Common  Law  and  the  Case  Method  in  American  Uni- 
versity Law  Schools 
No.  11  Engineering  Education 


DISTANCES  IN  MILES  BETWEEN  CITIES  OF  THE 
UNITED  STATES  BY  LAND 
( See  map  enclosed) 


Cities  and  States 

New 

York 

New 

Orleans 

San 

Francisco 

Birmingham,  Alabama  .... 

Miles 

990 

Miles 

355 

Miles 

2,520 

Tucson,  Arizona 

2,601 

1,503 

983 

Little  Rock,  Arkansas  .... 

1,290 

456 

2,237 

San  Francisco,  California  . . . 

3,182 

2,482 

Denver,  Colorado 

1,026 

1,357 

1,376 

New  Haven,  Connecticut  . . . 

72 

1,417 

3,263 

Newark,  Delaware 

128 

1,254 

3>I37 

Washington,  District  of  Columbia 

228 

1,144 

616 

3,069 

Gainesville,  Florida 

1,068 

3,098 

Atlanta,  Georgia 

876 

496 

2,810 

Moscow,  Idaho 

2,733 

2,760 

M94 

Chicago,  Illinois 

912 

920 

2,279 

Indianapolis,  Indiana  .... 

825 

862 

2,380 

Iowa  City,  Iowa 

i,i49 

998 

2,052 

Lawrence,  Kansas 

1,382 

1,020 

L946 

Lexington,  Kentucky 

781 

664 

2,567 

New  Orleans,  Louisiana  . . . 

i,345 

2,482 

Portland,  Maine 

350 

1,686 

3,410 

Baltimore,  Maryland 

188 

1,184 

3,o8i 

Boston,  Massachusetts  .... 

235 

1,607 

3,313 

Ann  Arbor,  Michigan  .... 

729 

1,064 

2,515 

Minneapolis,  Minnesota  . . . 

L332 

1,285 

2,101 

lackson,  Mississippi 

1,369 

184 

2,651 

St.  Louis,  Missouri 

1,065 

699 

2,199 

Missoula,  Montana 

2,569 

2,269 

1,138 

Lincoln,  Nebraska 

1,463 

1,089 

1,928 

Reno,  Nevada 

2,939 

2,725 

243 

Hanover,  New  Hampshire 

320 

1,692 

3,336 

Princeton,  New  Jersey  .... 

48 

1,324 

3A43 

Albuquerque,  New  Mexico  . . 

2,298 

1,264 

M99 

New  York,  New  York  .... 

L372 

3,191 

Chapel  Hill,  North  Carolina 

581 

992 

3,236 

Bismarck,  North  Dakota  . . . 

1,767 

1,720 

1,866 

Columbus,  Ohio 

637 

945 

2,593 

Norman,  Oklahoma 

1,626 

770 

2,012 

Portland,  Oregon 

3,204 

2,746 

722 

Philadelphia,  Pennsylvania  . . 

9i 

1,281 

3,100 

Providence,  Rhode  Island  . . . 

184 

L530 

3,300 

Charleston,  South  Carolina  . . 

739 

776 

3,H9 

Vermilion,  South  Dakota  . . . 

L457 

1,208 

1,856 

Knoxville,  Tennessee 

738 

609 

2,876 

Austin,  Texas 

L979 

528 

L993 

Salt  Lake  City,  Utah 

2,442 

1,928 

823 

Burlington,  Vermont 

301 

1,673 

3,248 

Charlottesville,  Virginia 

343 

1,029 

2,855 

Seattle,  Washington 

3T5i 

2,93i 

957 

Morgantown,  West  Virginia  . . 

489 

1,097 

2,792 

Madison,  Wisconsin 

1,041 

1,041 

2,361 

Laramie,  Wyoming  

1,680 

U524 

1,213 

Note:  The  cost  of  traveling  from  New  York,  New  Orleans  or  San  Fran- 
cisco to  any  of  the  cities  named  can  be  estimated  by  multiplying  the  dis- 
tance given  in  miles  by  four  cents.  This  does  not  include  Pullman  reserva- 
tion or  cost  of  meals  en  route. 


INDEX 


American  council  on  education,  15- 
25.  90 

British  equivalents  for  degrees,  26— 
27 

Business  schools,  34-36 

Credit  system,  14-15 

Degrees,  8-9,  11,  15-24,  27-28,  33- 
37,  40-41,  47-50,  53,  57-58,  60; 
women’s  colleges,  71 
Dissertations,  for  Ph.D.  degree,  15, 

17 

Dormitories,  84 

Earning  by  outside  work,  14,  88-89 
Entrance  requirements,  12-15 

Fellowships,  62,  89 
Foreign  students,  admission  require- 
ments, 13-14 

French  equivalents  for  degrees,  25- 
26 

Friendly  relations  committee,  79- 
81,  90 

Group  system,  11 

Health  certificates,  as  admission  re- 
quirements, 13 


Honor  system,  12;  in  women’s  col- 
leges, 70 

Immigration  laws,  92 
Institute  of  international  education, 
25,  71-72,  90 

Lecture  system,  12 
Loan  funds,  89 

Outside  work,  earning  by,  14,  88-89 

Passports,  92 

Points,  defined,  14-15 

Preceptorial  system,  11-12 

Scholarships,  62,  68,  89 

Semester  system,  12 

State  universities,  7 

Statistics  of  foreign  students,  82-83 

Student  publications,  80 

Student  societies,  74-75,  80 

Thesis  requirements,  15,  27 
Tuition  fees,  14,  84-86;  women's 
colleges,  68 

Unit,  defined,  12-13 

Women,  admitted  to  theological 
seminaries,  62 


PREVIOUS  PUBLICATIONS 


1919 

Announcement  of  Founding  of  Institute. 


1920 

Bulletin  No.  1.  First  Annual  Report  of  the  Director. 

Bulletin  No.  2.  For  Administrative  Authorities  of  Universities  and 
Colleges. 

Bulletin  No.  3.  Observations  on  Higher  Education  in  Europe. 
Opportunities  for  Higher  Education  in  France. 

Opportunities  for  Graduate  Study  in  the  British  Isles. 


For  the  International  Relations  Clubs 


Syllabus  No. 
Syllabus  No. 
Syllabus  No. 
Syllabus  No. 
Syllabus  No. 
Syllabus  No. 


I.  Outline  of  the  Covenant  of  the  League  of  Nations. 

II.  The  Past,  Present  and  Future  of  the  Monroe  Doctrine. 

III.  The  History  of  Russia  from  Earliest  Times. 

IV.  The  Russian  Revolution. 

V.  The  Question  of  the  Balkans. 

VI.  Modern  Mexican  History. 


1921 

Bulletin  No.  1.  Second  Annual  Report  of  the  Director. 

Bulletin  No.  2.  Opportunities  for  Higher  Education  in  Italy. 

Bulletin  No.  3.  Serials  of  an  International  Character 
(Tentative  List  for  Libraries) 

Bulletin  No.  4.  Educational  Facilities  in  the  United  States  for  South 
African  Students. 


ADVISORY  COUNCIL 


Addams,  Jane 
Alderman,  President  Edwin 
Ames,  Dean  Herman  V. 
Andrews,  Fanny  Fern 
Biggs,  Dr.  Herman 
Blakeslee,  Professor  G.  H. 
Brookings,  Robert  S. 

Bruere,  Henry 
Bull,  Dr.  Carroll  G. 

Burton,  President  M.  L. 
Byrne,  James 

Coolidge,  Professor  Archibald 
Cravath,  Paul  D. 

Cunliffe,  Professor  J.  W. 
Davis,  Katherine  B. 

Downer,  Professor  Charles  A. 
Ely,  Professor  Richard  T. 
Filene,  A.  Lincoln 
Finley,  Dr.  John  H. 

Fosdick,  Dr.  Harry  E. 

Gilbert,  Cass 
Gildersleeve,  Dean  V.  C. 
Goodnow,  President  F.  J. 
Hadley,  Dr.  A.  T. 

Hale,  Dr.  George  E. 
Harrington,  Governor  E.  C. 
Hazen,  Professor  Charles  D. 
Hibben,  President  J.  G. 

Howe,  Professor  Henry  M. 
Hughes,  Hon.  Charles  E. 
Jenks,  Professor  Jeremiah 
Judson,  President  H.  P. 
Keppel,  Frederick  P. 

Keyser,  Professor  C.  J. 

Lovett,  President  Edgar 
Lowell,  President  A.  L. 
MacCracken,  President  H.  N. 

Woolley,  Pres 


Mali,  Pierre 

Main,  President  J.  H.  T. 
Mannes,  David 
Marling,  Alfred  E. 
Meiklejohn,  President  A. 
Milliken,  Professor  R.  A. 
Moore,  Professor  E.  H. 
Morgan,  William  Fellowes 
Neilson,  President  W.  A. 
Noyes,  Professor  Arthur  A. 
Payne,  President  Bruce  R. 
Pendleton,  President  Ellen  T. 
Pupin,  Professor  Michael  I. 
Putnam,  Herbert 
Richardson,  Dr.  E.  C. 
Robinson,  Dr.  Edward 
Sachs,  Professor  Julius 
Salmon,  Dr.  Thomas  W. 
Schwedtman,  Ferdinand  C. 
Severance,  Mrs.  C.  A. 
Shanklin,  President  W.  A. 
Shorey,  Professor  Paul 
Shotwell,  Professor  J.  T. 
Showerman,  Professor  Grant 
Stimson,  Henry  L. 

Stokes,  Dr.  Anson  Phelps 
Storey,  Professor  Thomas  A. 
Suzzallo,  President  Henry 
Thomas,  President  M.  Carey 
Todd,  Professor  Henry  A. 
Townsend,  Hon.  John  G. 
Vincent,  Dr.  George  E. 

Wald,  Lillian  D. 

White,  Professor  Henry  C. 
Wilkins,  Professor  Ernest  H. 
Wilson,  Professor  George  G. 
Woodbridge,  Dean  F.  J.  E. 
lent  Mary  E. 


